| 1. |
- Ek, Ulla, 1948-
(författare)
-
Specialpedagogik – en framtidsvy
- 2012
-
Ingår i: Barn med funktionshinder. - Lund : Studentlitteratur AB. - 9789144071879 ; , s. 327-333
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 2. |
- Brodin, Jane, 1942-
(författare)
-
Remedial Education for Children with ADHD in Sweden
- 2012
-
Ingår i: Contemporary Trends in ADHD Research. - Rijeka, Croatia : InTech. - 9789533078588 ; , s. 107-126
-
Bokkapitel (refereegranskat)abstract
- The purpose of the chapter is to increase the understanding and knowledge of children with ADHD and their everyday lives in educational settings. As these children constitute an ever increasing group all over the world and the disorder really creates huge problems for them in school, this chapter will focus on remedial education in Sweden.
|
|
| 3. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
-
A HEARING CHILD GROWING UP IN A DEAF FAMILY ACQUIRES PARALLEL BIMODAL BILINGUALISM, SWEDISH SIGN LANGUAGE AND SPOKEN SWEDISH
- 2012
-
Konferensbidrag (refereegranskat)abstract
- Description of bilingual acquisition in different modalitiesThe aim of this case study is to, within a socio-historical (Vygotsky, 1934) frame, describe and analyse the process of a parallel bimodal bilingual acquisition. A hearing Child Of Deaf Adults (CODA) interchanging with deaf family members were followed longitudinally. The languages acquired from birth were Swedish Sign Language in visual-gestural modality and spoken Swedish in aural-vocal modality.Methodology/research designThe main participant, here called Hugo, grew up in a signing family, as an older sibling and his twin sister as well as both parents were deaf. He attended local pre-school where he communicated in spoken Swedish. Hugo was from the age of 10 to 40 months video-observed in his home in sessions of one hour. Usually the sessions consisted of three activities: story-, play- and mealtime. Focus in this study is based on data from story- and play-time from 12 sessions. Interaction consists of episodes in joint attention and of Hugo’s private speech (Bodrova & Leong, 2003). Data was collected through video-observations, brief field notes and an interview with the child's deaf parents. In order to find patterns of critical changes in the data two types of analyses were conducted. The first inductively exploring started already at the transcriptional work in that possible moments of critical changes were noted and compared between participants. Interchanging episodes were in-depth analyzed (Creswell, 2007) and in-detail described (Yin, 2009). In the second step data and results of the first step analysis were abductively compared to studies within the field. The fieldnotes and interviews validate the trustworthiness of the analysis. The specific research questions to be addressed at this occasion are what characterises the process of acquiring and mediating parallel bimodal bilingualism of a young CODA. Expected findingsThrough this single case study findings can illuminate how parallel language acquisition is developed and elucidate the parental bimodal and bilingual mediation. The content of the processes should have implications for pedagogical professions especially in information to educational contexts and bilingualism. The preliminary results show scaffolding bilingual acquisition, unlike previous studies, by single simultaneous bimodal insertions.
|
|
| 4. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
-
Attention Interchanges at Story-Time: A Case Study From a Deaf and Hearing Twin Pair Acquiring Swedish Sign Language in Their Deaf Family
- 2012
-
Ingår i: Journal of Deaf Studies and Deaf Education. - : Oxford University Press (OUP). - 1081-4159 .- 1465-7325. ; 17:2, s. 141-162
-
Tidskriftsartikel (refereegranskat)abstract
- This case study longitudinally analyzes and describes the changes of attentional expressions in interchanges between a pair of fraternal twins, 1 deaf and 1 hearing, from the age of 10–40 months, and their Deaf family members. The video-observed attentional expressions of initiating and reestablishing interchange were grouped in 5 functional categories: “getting,” “directing,” “maintaining,” “redirecting,” and “checking” attention. Changes appear to be associated with development during the twins’ ages of 10–13, 15–24, and 28–40 months, including the use of vision in communication. Although there are similarities in the changes of each twin's communicative initiations, there are also differences based on hearing status, personality, and use of modality. This is evident in the ways in which each twin's individual attention interchanges unfold over time; it is also connected with the parents' negotiating attention and arranging “seating positions” with them. Implications and findings for special educational purposes are discussed.
|
|
| 5. |
- Fouganthine, Anna, 1970-
(författare)
-
Dyslexi genom livet : Ett utvecklingsperspektiv på läs- och skrivsvårigheter
- 2012
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis reports a follow-up study from eight years of age to adulthood for a group of students with dyslexic problems compared to a matched group of students without such problems. The empirical basis of the thesis is provided by the research project, Reading Development in Kronoberg, which has been supplemented by data from adulthood in the form of questionnaires, test results and interviews. The thesis comprises three studies. In Study I, the aim is to examine how reading and writing disabilities emerge during the first school years. The Simple View of Reading, was used to classify the poor readers into various subgroups. In Study II, the reading development of students with reading disability was examined at group and individual levels. The theme of Study III is a comparison of the living conditions of adults in a group of dyslexics compared to a group without difficulties, and to investigate how the participants in the study have tackled their problems. The results reveal a development pattern among dyslexic students, with early phonological problems persisting into adulthood in spite of substantial special education measures, in school Baseline performance at eight years of age is by far the best predictor of adult skills. No clearly discernible subgroups were found among the dyslexic students. The result profiles indicate a great variation among the participants, both regarding function and degree of impairment. Nevertheless, a number of students in the dyslexic groups have achieved surprisingly good word decoding abilities. In addition to the degree of impairment, factors such as reading development, the teaching of reading demands for reading and writing in adult life, and individual coping ability affect the outcome of the perceived difficulties. It is of the utmost importance that special needs education in the future be guided by a thorough assessment and follow-up program where manifest reading and writing skills as well as underlying cognitive functions are profiled. Moreover, intervention should follow evidence-based methods in order to prevent educational failure and social maladjustment among pupils. The thesis demonstrates that reading and writing disabilities have major consequences for educational achievement and working life outcomes, in addition to many other aspects of adult livelihood.
|
|
| 6. |
- Helldin, Rolf, 1944-
(författare)
-
Class and Culture and the Transformative Pedagogy
- 2012. - 1
-
Ingår i: Pedagogy. - New York : Nova Science Publishers, Inc.. - 9781621009009 ; , s. 471-488
-
Bokkapitel (refereegranskat)abstract
- Based on Fraser’s (2003) political analysis, I have reviewed the relations of liberal education to special education’s traditional context by comparing liberal theoretical models with the pedagogy that labours critically for a change in the basic structural terms – the structurally profound inequalities that exist. Redistribution of resources in a welfare-logic requires an “affirmative” pedagogy that emphasizes, specifies, and distinguishes between the needs that are to be compensated. It follows a social liberal theoretical model that acts as a “guard”, that is, it leads to differentiation and shapes the problem for the inclusive school. Needs for diagnostic knowledge to identify various “syndromes”, needs that are constantly increasing, can be seen in that light. This educational method both requires, and strives toward differentiation. In contrast, a “transformative” (deconstructing) educational method sees society’s basic structural injustice as time’s greatest educational problem. The latter form of educational work leads primarily to long-term thinking of a school where differentiation does not occur, and where inclusion is the measuring-stick.
|
|
| 7. |
- Lundqvist, Johanna
(författare)
-
Barns upplevelser av att bli dokumenterade i förskolan
- 2012
-
Ingår i: NORDISCO 2012, Nordic Interdisciplinary Conference on Discourse and Interaction. - Linköping : Linköping University.
-
Konferensbidrag (refereegranskat)abstract
- Idag ses dokumentationer om barn och barn i behov av särskilt stöd ständigt öka på förskolor (Elfström, 2005; Lindgren & Sparrman, 2003; Svenning, 2011). I det uppdrag som förskollärare har ingår att följa, dokumentera och analysera barns utveckling och lärande (Lpfö 1998, rev. 2010). Argument läggs fram för att påvisa dokumentationers vinster. Det saknas dock forskning om barns upplevelser av att bli dokumenterade och det som i dokumentationer berättas om dem (Skolverket, 2010). Exempelvis vet vi inte hur dokumentationer påverkar yngre barns trivsel i förskolan och hur, eller ens om, den personliga integriteten skyddas däri (ibid.).Studien samlar in barns upplevelser med hjälp av metodologiska verktyg hämtade från ”The Mosaic approach” (Clark & Moss, 2001), bland annat genom intervjuer om konkreta dokumentationer. Sedan analyseras barn respektive barn i behov av särskilt stöds upplevelser genom en narrativ ansats med särskilt fokus på att finna kärnbudskap, ”the coda”. Genom att lyfta exempel på barns personliga upplevelser hoppas studien bidra med ny kunskap och underlag för kritisk diskussion om dokumentationers nyttor men också dess risker i förskolan.
|
|
| 8. |
|
|
| 9. |
- Mounzer, Wissam, 1982-
(författare)
-
Knowledge of behavioral strategies among Syrian teachers at Primary schools in the municipality of Rif-Damascus
- 2012
-
Ingår i: Education and Psychology Journal. ; 17:1, s. 116-139
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this research was to investigate knowledge of behavior modification principles of teachers working at basic education schools/ first coterie for inclusion on Rif-Damascus in Syria. In addition, its relation to some variables such as gender, educational level.To achieve these objectives, the researcher depended a test consisting of 44 multiple-choice questions; Orabi 2007 developed it. With satisfactory content validity and reliability, this test covered three dimensions: knowledge of general behavior modification principles, knowledge of increasing desired behavior procedures, knowledge of decreasing undesired behavior procedures. The test was then distributed to (144) teachers working at basic education schools/ first coterie for inclusion on Rif-Damascus in (5) schools. The researcher used means, standard deviations and T-test to analyze the results.The results showed the following:The level of knowledge of teachers on the total scale was around the standard value. This is evidence that these teachers have the minimum general knowledge of behavior modification. However, their knowledge on the three dimensions was different. They obtained high scores on the dimension of knowledge of increasing desired behavior procedures, while they had low scores on the others two dimension. The results also showed that there were statistically significant differences in knowledge of behavior modification principles due to teacher’s gender favoring males.Finally, the results also revealed that there were statistically significant differences in knowledge of behavior modification principles due to teachers’ qualification favoring graduate studies.
|
|
| 10. |
- Olsson, Ingrid, 1969-, et al.
(författare)
-
"No no, you cannot say that!" Perceptions and experiences of parents of preschool children with intellectual disabilities in Sweden
- 2012
-
Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 27:1, s. 69-80
-
Tidskriftsartikel (refereegranskat)abstract
- Using semi-structured interviews this study investigated the personal experiences of parents of pre-school children with intellectual disabilities within the Swedish social support system. Thirteen parents of 10 children participated. Interview transcripts were qualitatively analysed using interpretative phenomenological analysis. Three themes emerged: orchestrating formal support; early intervention; and informal support. Parents described orchestrating different organisations within the formal support system and thinking through how they articulated their needs in order to obtain desired supports. Syndrome specific parental groups provided information which parents used to obtain support from the municipality and/or habilitation. The importance of adapting early intervention to both child and family needs is highlighted. The implications of these findings from a family-centred perspective are discussed.
|
|
