| 1. |
- Atterström, Andrea, et al.
(författare)
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Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment
- 2023
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Ingår i: International journal of disability, development and education. - : Taylor & Francis Group. - 1034-912X .- 1465-346X. ; 70:6, s. 1101-1119
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Tidskriftsartikel (refereegranskat)abstract
- Earlier research shows an arrest in reading and writing development among 9-12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner's phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher-participant longitudinal dialogues focusing on the students' experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students' development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.
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| 2. |
- Backman, Ylva, 1985-, et al.
(författare)
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Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries
- 2020
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Ingår i: International Journal of Disability, Development and Education. - : Taylor & Francis. - 1034-912X .- 1465-346X. ; 67:1, s. 107-123
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Tidskriftsartikel (refereegranskat)abstract
- The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term out- come. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipa- lities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for Children Programme, a participatory thinking skills approach with documented higher-order cognitive outcomes, such as developed argumentation skills, in other target groups. Philosophical dialogues were conducted once a week in the two groups, totalling 12 dialogues per group. Group argumentation development was measured through compared scores from struc- tured observations of filmed dialogues early and late in the inter- vention. Large positive changes in mean scores from early to late in the intervention, together with constantly high facilitator quality, suggest argumentation development in the sample due to the intervention.
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| 3. |
- Falkmer, Marita, et al.
(författare)
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Parents’ perspectives on inclusive schools for children with Autism Spectrum Conditions
- 2015
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Ingår i: International journal of disability, development and education. - : Taylor and Francis (Routledge): SSH Titles. - 1034-912X .- 1465-346X. ; 62:1, s. 1-23
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Forskningsöversikt (refereegranskat)abstract
- Children with autism spectrum conditions (ASC) increasingly participate in inclusive education. The present study reviewed studies of children with ASC for parents’ perceptions of aspects they believed contributed to inclusive mainstream school settings. Understanding the parental perspective on the facilitators for inclusion of their child with ASC in mainstream schools is likely to improve inclusive practice. Twenty-eight empirical articles revealed that parents perceived teachers as playing a vital role in the inclusion of their children with ASC. The school was considered important in creating an environment that enabled inclusion, particularly through positive peer relations, prevention of bullying and help from support staff. At the societal level, funding and legislative policies were considered important. By understanding these aspects, policy-makers, teachers, school administrators and therapists may better be able to address parents’ inclusion concerns and thereby develop strategies to improve inclusion in mainstream schools.
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| 4. |
- Forslund Frykedal, Karin, et al.
(författare)
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Student Collaboration in Group Work : Inclusion as Participation
- 2018
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Ingår i: International journal of disability, development and education. - : Routledge. - 1034-912X .- 1465-346X. ; 65, s. 183-198
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Tidskriftsartikel (refereegranskat)abstract
- Group work is an educational mode that promotes learning and socialisation among students. In this study, we focused on the inclusive processes when students work in small groups. The aim was to investigate and describe students’ inclusive and collaborative processes in group work and how the teacher supported or impeded these transactions. Social Interdependence Theory was utilised as the theoretical perspective overarching the study. The observational data employed were collected by video-recording group work. A part of Black-Hawkins framework of participation was used to define inclusion and for the analysis of inclusive and collaborative processes. The results suggest that students’ active participation in the discussions around the group work structures and analytical discussions, together with the teacher’s more defined feedback and avoidance of the traditional authoritative role, are examples of prerequisites for group work to be enacted in an inclusive manner.
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| 5. |
- Gadd, Murray, et al.
(författare)
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Helping Students with Intellectual Disabilities Become Better Writers : An Inquiry into Writing Instruction
- 2021
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Ingår i: International journal of disability, development and education. - 1034-912X .- 1465-346X. ; 68:3, s. 395-413
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Tidskriftsartikel (refereegranskat)abstract
- This inquiry investigates whether effective implementation of pedagogical actions closely associated with strong engagement and greater than expected learning gains in writing by typically developing students apply similarly to engagement and gains in writing by students with mild to moderate intellectual disabilities (ID). It was undertaken in response to low levels of engagement and achievement in writing by students with ID noted by other researchers. A mixed methods research design, involving a three-month planned and deliberate instructional writing intervention with eight senior secondary students with ID in a Swedish special needs school, was employed. Pedagogical actions, designed to assist students recognise the purposefulness of writing tasks, involve them in constructing tasks and setting goals for successful implementation, observe tasks being demonstrated, reflect on the successful (or otherwise) completion of tasks and learn about writing in differentiated contexts, were considered in relation to learner outputs. A close association between strategic operationalisation of these actions and substantial increases in engagement and gains in writing by students with ID (particularly in relation to productivity, complexity and grammatical fluency) is noted.
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| 6. |
- Gunnars, Fabian
(författare)
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Smartbands and Behavioural Interventions in the Classroom : Multimodal Learning Analytics Stress-Level Visualisations for Primary Education Teachers
- 2024
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Ingår i: International journal of disability, development and education. - : Informa UK Limited. - 1034-912X .- 1465-346X.
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Tidskriftsartikel (refereegranskat)abstract
- Students’ stress levels may affect their well-being, attentiveness and learning outcomes in primary education classrooms. Positive behavioural interventions and support actions conducted by teachers may alleviate students’ stress levels, especially when addressing special educational needs. In this multimodal learning analytics study, students in a classroom were all given a smartband for their wrist during regular curriculum activities. Data comprised the semester of a single subject as a part of a research project conducted in Sweden. Biobehavioural stress-related arousal of students’ autonomic nervous system was visualised and analysed through distinguished behavioural modes. Additional data include naturalistic observational notes and two short teacher interviews. Research methodology and strategies for innovative implementation were presented and discussed alongside contextual details. For example, stress-level visualisations can aid actionable adjustments of behavioural intervention intensity and provide students’ attentiveness overview for teachers that sequence curricular activities during planning. Findings show an interdisciplinary basis for cost effective real-time dynamic solutions that involve visual dashboards with advantages to understanding student learning, both at a school-wide system level and for the classroom, if viewed optimistically. However, research on the topic is still in its infancy, notably with ethical risks as a growing pain.
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| 7. |
- Gustafson, Stefan, et al.
(författare)
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Response to Intervention and Dynamic Assessment : Implementing Systematic, Dynamic and Individualised Interventions in Primary School
- 2014
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Ingår i: International journal of disability, development and education. - : Taylor and Francis (Routledge): SSH Titles. - 1034-912X .- 1465-346X. ; 61:1, s. 27-43
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, response to intervention (RTI) has been the focus of research, debate and educational implementations, especially regarding early reading instruction. RTI provides an educational framework characterised by different tiers or layers of instruction, providing increasingly more intense and individualised interventions for children in primary school. The purpose is to provide high-quality instruction to meet the needs of all learners by means of a systematic and dynamic approach. RTI can also serve as a source of information for disability determination. Dynamic assessment (DA) is a concept closely related to RTI, although DA focuses on individual learners regardless of the educational system and has a much shorter time frame than RTI. The present article provides a description and comparison of RTI and DA and an analysis of the merits and limitations of these concepts, based on the debates between researchers. It also discusses how DA could be used within a broader RTI system. Finally, we discuss the roles of cognitive or neuropsychological assessments in relation to RTI.
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| 8. |
- Johansson, Shruti, 1978
(författare)
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“He Is Intelligent but Different”: Stakeholders’ Perspectives on Children on the Autism Spectrum in an Urban Indian School Context
- 2014
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Ingår i: International journal of disability, development and education. - 1034-912X .- 1465-346X. ; 61:4, s. 416-433
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Tidskriftsartikel (refereegranskat)abstract
- This article explores stakeholders’ awareness of autism and their perspectives on children with autism, in an urban Indian school context. Using an interpretive framework, the article draws on interview data from a study conducted in Kolkata. Findings indicated varying but limited awareness of autism among school staff. Teachers instead described the child as “different” from peers. Further, there was variation in stakeholders’ view on the challenges faced by the child. In contrast to parents and private specialists, school staff gave no importance to social development and perceived behaviour and personality differences as inherent in the child. Nevertheless, there was a consensus among stakeholders on school responsibility as limited to academic input. Challenging school staff’s beliefs about child development and purpose of education, along with re-assessing special educator courses and developing collaboration between parents and school, needs to be addressed to meet the educational needs and ensure successful participation of these children.
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| 9. |
- Klang, Nina, 1978-, et al.
(författare)
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Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings
- 2020
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Ingår i: International journal of disability, development and education. - : Taylor & Francis. - 1034-912X .- 1465-346X. ; 67:2, s. 151-166
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Tidskriftsartikel (refereegranskat)abstract
- The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N?=?254) and special educational settings (N?=?392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers? in the two settings devoted approximately similar amount of time to learner- centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils? performance but lower focus on supporting pupils? social participation. Support of pupils? social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil?s social participation in mainstream settings.
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| 10. |
- Klefbeck, Kamilla, et al.
(författare)
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Using guided video feedback for collaborative classroom research with SEND teachers of students with autism : a Case Report
- 2023
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Ingår i: International journal of disability, development and education. - : Taylor & Francis Group. - 1034-912X .- 1465-346X.
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Tidskriftsartikel (refereegranskat)abstract
- This study used video feedback in a collaborative development study to help improve teachers’ perceptions of the learning needs of students with autism spectrum disorders (ASD) and intellectual disabilities (ID) and enhance their active participation in the classroom. Crucially, teachers need the necessary skills to discern students’ subtle communications, as students with ASD and co-occurring ID may have reduced or non-existent verbal language and may express their needs mainly through behaviours. The first author video recorded ten classroom lessons and collaborated with three teachers to discuss the recordings in six meetings over the course of one semester.The data used for this analysis were taken from the first (February) and last (June) collaborative meetings of the semester. The results show how collaborative video feedback can influence teachers’ judgements about students’ learning and further their professional development; the subtle signals that students use to communicate become more visible when the video recordings are viewed multiple times. The collaborative discussions facilitated the teachers’ understanding of students’ behaviours and actions. In addition, the teachers’ focus shifted from identifying general aspects of their students’ behaviours to their skills and knowledge.
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