| 1. |
- Nordgren, Camilla
(författare)
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Dags att göra motstånd?
- 2023
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Ingår i: Funktionshinderpolitik. - Farsta : Funktionshinderpolitik. ; :4, s. 1-1
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 2. |
- Nordgren, Camilla, et al.
(författare)
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Efterfrågas rätt kunskap och kompetens
- 2021
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Ingår i: Socionomen. - : Akademikerförbundet SSR. - 0283-1929. ; :1
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 3. |
- Nordgren, Camilla
(författare)
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En dörr öppnas en annan stängs
- 2023
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Ingår i: Funktionshinderpolitik. - Stockholm : DHR. ; :2023-05-15
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 4. |
- Nordgren, Camilla, et al.
(författare)
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Ethical review of student projects : the responsibility of higher education institutions
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/aimStudents’ degree project could if involving research on people, risk infringing on individual´s privacy, processing sensitivepersonal data and encompassing difficult ethical issues, not least regarding informed consent. If these projects would havebeen performed by researchers, the projects would have required prior approval by the Swedish Ethical Review Authority inaccordance with the Swedish Act (2003:460) concerning the ethical review of research involving humans. However, since theprojects are performed by students, who are not obliged to undergo this review, it is unclear how an ethically acceptableapproach is to be guaranteed. It is well known that such student projects are carried out, but the extent to which this happens has not previously been investigated, neither in Sweden nor in other countries. We thereby present our experiences of a formalized ethical review process at a Higher Institution site in Sweden.Theoretical frameworkEstablishing such formalized ethical review can lead to a greater consensus on which materials and methods are suitable forthe students, which in turn leads to increased equal treatment. Also serve as a pedagogical support resource for supervisors, who may experience ambiguities regarding research ethics issues and student projects. By gathering and building up ethics expertise at the university, a specialised support function is also developed that can offer advice and guidance, perspectives, and training. Through interaction and cooperation, the support function can contribute to an active learning environment, where students and supervisors are stimulated to reflect on their own decision-making (Fosnot, 2005). Experimental and experiential learning emphasizes that didactics is best achieved through active participation where participants deal with realproblems (Kolb, 1984). Ethically reflective learning specifically emphasizes the development of the student's ability to reflecton their own values, ethical dilemmas, and decision-making on ethical issues (Gill & Thomson, 2020). Common to these theories is the perspective that a formalized assessment offers students and teachers the opportunity to exchangeperspectives and to deal with ethical issues in a more concrete way.Methodological designEssays that have passed examination during the years 2014-2017 were included. A total of 1215 essays were read through,and the presence of ethically sensitive content was coded in a pre-established protocol.Expected conclusions/findings Out of a total of 1215 reviewed essays, 277 (22.8%) contained ethically sensitive content; the most common was sensitivepersonal data relating to health 165 (13.6%). In accordance, one in five undergraduate students completed studies that would have required the approval of the Ethical Review Authority, had they been researchers. Ethically sensitive content was proportionally more common in essays at the advanced level (32.9%) than at the first level (20.4%). Only 191 of the 277 essays (68.9%) that should have undergone a formalized ethical review process did so. The implementation of formalized ethical review of thesis projects seems to work best when the student's supervisor has their own experience of ethical review. Different institutional/disciplinary cultures also seem to have a large impact.Relevance to Nordic educational researchThe implementation of ethically acceptable approaches in student projects is an under-researched area, nationally andinternationally. The relevance is thereby urged.
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| 5. |
- Nordgren, Camilla, et al.
(författare)
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Need for Knowledge- What, Where and How? Social Workers Handle Service and Support för Individuals With Disability
- 2022
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Ingår i: British Journal of Social Work. - Oxford : Oxford University Press. - 0045-3102 .- 1468-263X. ; 52:7, s. 4108-4126
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates the need and sources of knowledge among LSS administrators in Sweden (i.e. social workers handling service and support for individuals with disability according to the Swedish Disability Act [LSS]). Changing and challenging working conditions and issues concerning professional status warrant the aim. A questionnaire distributed via gatekeepers in a number of municipalities demonstrated that knowledge about ‘disability’, ‘law’, ‘ethics’ and ‘augmentative and alternative communication’ was rated highly. This result is particularly interesting given that many social work education programmes do not have compulsory courses in disability. Colleagues appear to be relied upon as essential sources of support and knowledge, but the knowledge sharing seems unorganised. Findings are discussed in relation to communities of practice (CoP) and shows that, due to the lack of essential knowledge from formal education and the strong dependence on colleagues, a locally developed praxis might be established. Inadequate theoretical and research-based knowledge, together with this local praxis knowledge, may result in the LSS administrators’ work becoming inadequate. A specialist education in disability studies is proposed as a prerequisite for being employed as an LSS administrator, and the inclusion of a theoretical and scientific framework in the regular CoP interaction is also recommended.
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| 6. |
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| 7. |
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| 8. |
- Anderson, Lotta, et al.
(författare)
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Breddat deltagande för studenter med funktionsnedsättning : En utmaning för den högre utbildningen
- 2018
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Ingår i: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 8:1, s. 33-41
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Tidskriftsartikel (refereegranskat)abstract
- Frågor kring breddad rekrytering och breddat deltagande utgör en del av den sociala dimensionen av högre utbildning och är ett prioriterat område för det europeiska samarbetet. 2017 års förslag om att ändra i högskolelagen och vidga lärosätenas uppdrag till att aktivt främja ett brett deltagande gav upphov till en debatt bland såväl politiker som företrädare för lärosäten, vilken synliggjorde flera utmaningar, förhoppningar och farhågor. Föreliggande reflektion tar avstamp i denna debatt och fördjupar sig i frågor kring breddat deltagande för studenter med funktionsnedsättning. Syftet med reflektionen är att diskutera och reflektera kring vad breddat deltagande för denna målgrupp innebär och vilka krav det ställer på resurser, tillgänglighet, bemötande och attityder samt på högskolepedagogisk kompetensutveckling, kunskap om funktionsnedsättning och funktionshinder samt inkluderande pedagogik. Utgångspunkten för reflektionen är svensk forskning och pågående utvecklingsarbete om breddat deltagande för studenter med funktionsnedsättning samt författarnas erfarenhetsbaserade kunskaper om högskolepedagogisk undervisning och kompetensutveckling.
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| 9. |
- Anderson, Lotta, et al.
(författare)
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Encountering students in disabling conditions in higher education
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to discuss challenges for staff in Higher Education encountering students in disabling conditions. The study takes a point of departure in a series of workshops designed to strengthen the competence among staff at Malmö University to develop inclusive learning environments in their field of responsibility. The research questions concern the participants’ understanding of what constitutes an inclusive learning environment and their preparedness for acting in line with rights for people with disabilities to an education free from discrimination. Content analysis from field notes taken in dialogues with the participants showed that barriers exist e.g. due to procedures in order to get a statement qualifying to support as well as not having a statement meaning that the student becomes carrier of her/his own problems, responsible for telling each staff member about the disabling conditions and needs. Tension appeared in the analysis between giving support to the individual student and a proactive problem solving in a flexible learning environment to the benefit of all students. Principles of equal access and widened participation are not easily applied leading to the conclusions that further efforts need to be made to disseminate existing knowledge in the field and moreover to identify knowledge gaps by involving students, coordinators of support and other staff in different survey studies. The framework for the coming studies is anchored in theory and practice developed in Universal Design for Learning focusing staff development and students’ sense of belonging when facing disabling conditions in higher education.
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| 10. |
- Apelmo, Elisabet, 1964-, et al.
(författare)
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Still waiting for the hand to be raised : On being crip killjoys at an ableist university
- 2022
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Ingår i: Accessibility Denied. - London : Routledge. - 9781003120452 - 9780367637286 ; , s. 107-122
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Bokkapitel (refereegranskat)abstract
- This chapter is based on collaborative autoethnography about being disabled in contemporary working life. It draws from the two authors’ experiences as instructors and researchers at a Swedish university and focuses on examples of inaccessibility in everyday situations. Disabled people are underrepresented in academia and disabled academics are hindered from fully participating. We find ableist structures and practices within working life and the current neoliberal organisation, together with the individualisation of work environment problems and diffuse responsibility, as the main obstacles to accessibility. The chapter opens up a critique of hindrances to accessibility within the academic walls. It is proposed that the focus be shifted from the problematised outsider to how ableism, built on the idea of the normal worker, excludes. While waiting for the person responsible for accessibility to raise his or her hand, one way of achieving change is to become crip killjoys, and thus pay attention to injustice.
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