| 1. |
- Kallberg, Pernilla, et al.
(författare)
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Håll pojken borta från skolan
- 2023
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Ingår i: Spaning. - 1651-2774. ; :38/39, s. 17-18
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 2. |
- Almqvist, Lena, 1963-, et al.
(författare)
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Små barns psykiska hälsa
- 2011
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Ingår i: Psykisk hälsa. - Stockholm : Föreningen Psykisk hälsa. - 0033-3212. ; :3, s. 10-17
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 3. |
- Andersson, Anna-Lena, 1973-, et al.
(författare)
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Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities
- 2024
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Ingår i: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X. ; 39:4, s. 612-625
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, the Compulsory School for Students with Intellectual Disabilites (CSSID) is currently experiencing political change, as this type of school is being renamed and is undergoing organisational changes. The inclusion of children with intellectual disabilities (ID) in schooling, and in general society, has been challenged and debated for decades; such debates are at the heart of some of these changes. In this study, we have systematically investigated the policy work (e.g. government reports and statements) preceding and governing the changes. Hence, the purpose of the study is to contribute knowledge on how policy documents inscribe meaning to the inclusion of children with ID. Results show that discourses on inclusion are connected to neoliberal values and practices, such as assessment, global comparison, and accountability. It has been suggested that this may have a profound and long-term effect on how children with ID are fabricated and hence, how the child with ID and their education can be understood in terms of being included in the idea of ‘all students’ in policy, and in addition, in practice.
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| 4. |
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| 5. |
- Andersson, Anna-Lena, et al.
(författare)
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Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning
- 2017. - 1
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Ingår i: Barns övergångar. - Lund. - 9789144115481 ; , s. 151-167
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Bokkapitel (refereegranskat)abstract
- Barn som har intellektuell funktionsnedsättning kan få sin undervisning i grundskolan, men läsa enligt grundsärskolans läroplan. Hur är det att göra övergångar mellan olika skolformer och olika skolor för barn som har intellektuell funktionsnedsättning? Hur kan det se ut för dessa barn i förskola och skolan innan utredning inför mottagande i särskola, under utredning och efter utredning? Detta kapitel diskuterar just dessa frågor och presenterar tre föräldraberättelser om sina barns skoltid.
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| 6. |
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| 7. |
- Björck-Åkesson, Eva, 1952-, et al.
(författare)
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The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention - feasibility and usefulness as a common language and frame of reference for practice
- 2010
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Ingår i: Disability and Rehabilitation. - London : Taylor & Francis. - 0963-8288 .- 1464-5165. ; 32:S1, s. S125-S138
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Tidskriftsartikel (refereegranskat)abstract
- Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.
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| 8. |
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| 9. |
- Granlund, Mats, et al.
(författare)
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Factors influencing participation by preschool children with mild intellectual disabilities in Sweden : with or without diagnosis
- 2015
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Ingår i: Research and practice in intellectual and developmental disabilities. - : Routledge. - 2329-7018 .- 2329-7026. ; 2:2, s. 126-135
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses the conceptualisation of mild intellectual disability and developmental delay in young children in Sweden, particularly in regard to children's participation and possible stigmatisation in preschool. A diagnosis of intellectual disability is more likely to ensure that preschool staff received targeted external support. However, children with or without a diagnosis can exhibit the same functional problems. Current research in the area suggests that a diagnosis itself will not guarantee that external support is provided for the child. Nor does a diagnosis always lead to stigmatisation. Research indicates that the manner in which special support is delivered may contribute to stigmatisation. The current provision of special support can mean that a child does not participate in the same activities as other children, when ideally special support should facilitate participation in the same activities as others. Other means to identify children for targeted support may be necessary in order to provide targeted services earlier.
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