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- Ibragimova, Nina, et al.
(författare)
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The utility of ICF for describing interaction in non-speaking children with disabilities : caregiver ratings and perceptions
- 2007
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Ingår i: Disability and Rehabilitation. - : Informa Healthcare. - 0963-8288 .- 1464-5165. ; 29:22, s. 1689-1700
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: The purpose of the study is to explore the utility of the International Classification of Functioning, Disability and Health (ICF) when assessing caregivers' perceptions of interaction and factors related to interaction in non-speaking children with disability.METHOD: A questionnaire with focus on interaction and related factors was constructed by linking questions in existing instruments to ICF and was completed by 208 professionals and parents of 195 non-speaking children with disabilities in Russia. Caregivers' descriptions of interaction in open-ended questions were qualitatively analysed and compared to selected caregivers' ratings of children's functioning and environment in the questionnaire based on ICF.RESULTS: In the open-ended questions about interaction the caregivers described modes of communication children used, situations in which interactions took place, positive and negative aspects of interactions. Thirty eight respondents described interaction with children negatively, 66 neutrally, and 76 positively. Statistical analyses revealed significant differences among the three groups of respondents concerning their ratings of children's functioning and environment in the ICF-based questionnaire.CONCLUSIONS: The ICF-related items in the questionnaire corresponded to caregivers' perceptions of interaction, which shows their relevance for the description of interactions. ICF is feasible in describing of interaction and interaction-related factors in non-speaking children with disabilities in Russia.
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- Lillvist, Anne, et al.
(författare)
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The construct of social competence : how preschool teachers define social competence in young children
- 2009
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Ingår i: International Journal of Early Childhood. - : Springer. - 0020-7187 .- 1878-4658. ; 41:1, s. 51-68
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Tidskriftsartikel (refereegranskat)abstract
- Preschool teachers share their environment with young children on a daily basis and interventions promoting social competence are generally carried out in the preschool setting. The aim was to find out if and how preschool teachers' definitions of social competence are related to factors in the preschool environment like: a) the number of children having problems related to social competence; b) the support provided to the children; and c) the preschool environment and current research definitions. Method: 481 preschools from 22 municipalities in Sweden participated. Data was analyzed using a mixed methods design in which a qualitative content analysis was followed by group comparisons using quantitative methods. Results: Preschool teachers defined social competence mainly as intrapersonal skills, or as interpersonal relations. The definitions of social competence were not related to the numbers of children having problems related to social skills or social competence in units, the amount of the support provided to the children or the preschool environment. Conclusion: Preschool teachers' definitions of social competence are partly multidimensional, which implies that the interventions aimed at promoting children's social skills and social competence also should be multidimensional. Preschool teachers' definitions of social competence have little relevance to environmental factors, which indicate that social competence, as a construct is more dependent upon perceptions of the individual than on contextual factors.
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- Sandberg, Anette, et al.
(författare)
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Hur definieras barn i behov av särskilt stöd?
- 2005
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Ingår i: Excellence in Special Education - Time to move on, Mälardalens högskola, 26-27 sep.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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- Sandberg, Anette, 1955-, et al.
(författare)
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Teachers' View of Educational Support to Preschool Children in Need of Special Support
- 2009
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Ingår i: International Journal of Early Childhood Special Education. - Eskisehir, Turkey : Anadolu University. - 1308-5581. ; 1:2, s. 102-116
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate, analyze and describe how preschool teachers experience the educational support for children in need of special support. In this interview study, the preschool teachers emphasize educational support to children in need of special support from two perspectives. In the first perspective, the preschool teachers stated that they don't do anything unique for children in need of special support, versus the view that the children need and receive more help from the staff in everyday preschool activities. In the second perspective, the preschool teachers point out the specific educational support within two themes, indirect and direct support. This study has implications for both practice and theory as it increases the knowledge and understanding about educational support that children in need of special support are offered in preschool today.
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