| 1. |
- Bäckman, Örjan
(författare)
-
Re-establishing reading skills of elderly low vision patients : studies on Swedish low vision clinic clients
- 2000
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is based on the project "Reading skills, reading training and technology for the visually handicapped - Prospects for the 1990s," carried out at the Department of Educational Research of the Stockholm Institute of Education 1988-1993. All data were collected in connection with this project. Quantitative and qualitative methods and objective and subjective measures were used. The overall aim of the thesis is to evaluate short- and long-term outcomes of reading rehabilitation of elderly low vision patients, as reflected in the practice of low vision clinics. Other aims are to introduce a Three-stage model for training reading skills at different levels, to find possible interactions of cognitive capacity, age and visual deficits with influence on restoring reading ability, to evaluate the impact of low vision reading rehabilitation on life satisfaction, and to describe the outcome of intensive and extended reading training. The theoretical framework for the thesis is an interactive model of the reading process. Visual acuity was the strongest determinant of reading achievements with optical devices. Visual acuity was also a good predictor of outcome as measured by the reading performance index. A polarization of reading proficiency was found over a three-year period. Patients using optical devices as their reading media had decreased, but patients who adhered to optical devices had further improved their reading skills. Changes in visual ability did not explain the alterations. Other factors, especially aging and its consequences, were more influential. Results supported the theory of other researchers that predictors of successful outcome of low vision reading rehabilitation are to be found in interactive effects of cognitive capacity and visual deficits. Low vision clinics measured outcomes mainly at the sensory level which is not enough. Low vision affected elderly patients differently compared to other ages. The more the visual/reading ability was reduced, the greater the risk for patients to become passive. Patients with the best reading skills were found to be the most active media consumers. Restored reading ability was a clear contributor to an independent life and a promoter of retained or improved quality of life. The overall conclusion is that prescription of optical reading devices must always be accompanied by a strong educational support, i.e. low vision reading training, specifically for elderly patients with the most reduced visual ability. Training with clear objectives related to the patients' interests and high motivation are indicators of a positive outcome. Attention should be paid to patients' cognitive capacity and comprehension training. Low reading rates are not an obstacle for patients' appreciation of the training. Criteria of acceptable results should be set differently for different categories of patients. A limited and modest progress could make the difference between dependence/dissatisfaction and independence/satisfaction. A high prioritized area for future research should be studies on measuring short- and long-term outcomes in order to define reliable predictors of successful low vision (reading) rehabilitation.
|
|
| 2. |
- Helldin, Rolf, et al.
(författare)
-
Opportunities for a democratic pedagogy : a comparative study of South African and Swedish teachers' attitudes to inclusive education
- 2011
-
Ingår i: Journal of Research in Special Educational Needs. - : Blackwell. - 1471-3802. ; 11:2, s. 107-119
-
Tidskriftsartikel (refereegranskat)abstract
- This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.
|
|
| 3. |
|
|
| 4. |
- Nel, Norma, et al.
(författare)
-
A comparative perspective on teacher attitude constructs that impact on Inclusive Education in South Africa and Sweden
- 2011
-
Ingår i: South African Journal of Education. - : Education Association of South Africa. - 0256-0100 .- 2076-3433. ; 31:1, s. 74-90
-
Tidskriftsartikel (refereegranskat)abstract
- This article is based on joint research, between academics from South Africa and Sweden, comparing the influence of South African and Swedish teachers’ attitudes towards the practical application of inclusive education (IE) in the classroom. The aim of the study was to identify and investigate problem areas pertaining to teachers’ attitudes to IE. Attitudes often relate to interaction with others. This study departs from Festiger’s theory of cognitive dissonance, which deals with the influence of people’s attitudes and attitude change. In this research teachers from South Africa and Sweden completed the same questionnaire on perceptions pertaining to IE in their school system. A number of attitude-constructs were derivedfrom the data via exploratory factor analysis methodology. Attitude-constructs included policy issues and specialised support; practical implementation of IE; teacher support structures; teachers’ receptiveness of IE implementation; feasibility of proposed IE practices; and role of special schools in an IE environment. Negative responses to some of the attitude constructs identified problem areas in Swedish and South African inclusive systems. The comparative nature of the work enabled the researchers to suggest remedial action within each country’s socio-economic setting, and in this way affect change in teacher attitudes.
|
|
| 5. |
- Reinson, Emmelie, 1974, et al.
(författare)
-
Professionals learning orientation and mobility at a distance
- 2008
-
Ingår i: Poster presenterad vid The 9th International Conference on Low Vision, 7–11 July 2008, Montréal, Canada.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Orientation and Mobility (O&M) education programs at University level for professionals in Sweden have been long sought after. Due to few professionals working in this field, the large distances and the small population of the country, O&M programs have been difficult to arrange. The former Stockholm Institute of Education (now Dept. of Special Education of the Stockholm University) designed and carried out an Orientation and Mobility educational program, which ran for 2 semesters throughout 2007. Facing all the challenges mentioned beforehand, the program was carried out on a distance education basis with the hope of attracting more applicants. The aim of the program was to further educate vision rehabilitation professionals already working in the field. In designing the program a broad view of theories from various related field was sought after, showing the complexity of learning O&M in everyday life. A result of the program was a greater understanding among the students of the complexities involved in teaching O&M, and the safety issues and hazards involved when a vision impaired person travels in the environment. Another result was learning and being able to teach the skills of O&M. The poster will show the challenges faced by the students and lecturers. It will also demonstrate how those challenges affected the learning processes of the students, their success, and pros and cons of learning O&M on a distance education basis.
|
|
