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- Barow, Thomas, 1969, et al.
(författare)
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Elevassistenter i särskolan: mellan elever och speciallärare : Student assistants in special school: between student and special teacher
- 2021
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Ingår i: Forskning pågår.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Den presenterade studien tar upp elevassistenters roll och uppgift i särskolan. Det empiriska materialet består av en enkätstudie med 60 elevassistenter och halvstrukturerade intervjuer mer fyra speciallärare och fem elevassistenter. Resultaten diskuteras baserande på ”street-level bureaucracy”-ansatsen och fokuserar på elevassisternas intermediära roll mellan speciallärare och elev i grundsärskolan. Elevassistenterna upplever avsaknad av stöd i sin professionella utveckling. Baserande på bristande resurser och omfattande uppgifter har de begränsade möjligheter i att kooperera med specialläraren gällande undervisningens planering, genomförande och evaluering. Komplexiteten att inneha både en undervisande och en omsorgsorienterad roll i klassrum diskuteras, särskilt med hänsyn till elevers välmående och relationer till andra elever.
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| 2. |
- Dahlberg, Matz, et al.
(författare)
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Mandatory Activation of Welfare Recipients – Evidence from the City of Stockholm
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- This paper investigates whether mandatory activation programs for welfare recipients have effects on welfare participation, employment and disposable income. In contrast to earlier studies, we are able to capture both entry and exit effects. The empirical analysis makes use of a Swedish welfare reform in which the city districts in Stockholm gradually implemented mandatory activation programs for individuals on welfare. On average, we find that mandatory activation of welfare recipients increases employment as well as disposable income. However, these sizes of the estimated effects must be considered relatively small. There are some indications of larger effects for single-headed households.
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| 3. |
- Dahlberg, Matz, et al.
(författare)
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On mandatory activation of welfare receivers
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This paper investigates whether mandatory activation programs for welfare receivers have effects on welfare participation, employment and disposable income. In contrast to earlier studies we are able to capture both entry and exit effects. The empirical analysis makes use of a Swedish welfare reform in which the city districts in Stockholm gradually implemented mandatory activation programs for individuals on welfare. The reform is well suited for investigating effects of such programs for several reasons. First, the reform was not combined with any other policy instruments, like time limits or tax credits, making sure that we will capture effects of mandatory activation policies and nothing else. Second, the reform was initiated at different points of time in different city districts, which ease identification. Third, using data from city districts within a single local labor market we can control for confounding macro economic shocks. Overall, we find that mandatory activation of welfare receivers reduce overall welfare participation and increases employment. We also find that mandatory activation programs appear to work best for young people and for people born in non-Western countries. For disposable income, we do not find a statistically significant effect.
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| 5. |
- Fängström, Karin, et al.
(författare)
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Is the Strengths and Difficulties Questionnaire with a Trauma Supplement a Valuable Tool in Screening Refugee Children for Mental Health Problems?
- 2019
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Ingår i: The Journal of Refugee Studies. - : Oxford University Press (OUP). - 0951-6328 .- 1471-6925. ; 32:Special issue 1, s. 122-140
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Tidskriftsartikel (refereegranskat)abstract
- The high number of asylum seekers in Sweden has highlighted the need to develop and evaluate structured assessment tools for children. In this study, we aimed to explore the utility of the Strengths and Difficulties Questionnaire (SDQ) with a trauma supplement of six items for preschool children in routine care. Parents of two- to six-year-olds (N = 61) were asked to complete the questionnaire during the routine health check-up offered to all refugees upon their arrival to Sweden. Focus-group interviews were conducted with the nurses who used the SDQ. The nurses found the SDQ valuable once they established a routine and felt that the SDQ contributed to a more structured and informative conversation about the child’s mental health. The SDQ total difficulties showed good internal consistency (alpha = 0.82). A significant proportion of children scored above the clinical cut-off and SDQ scores correlated significantly with the number of post-traumatic stress disorder symptoms measured using the supplement (rho = 0.29). The findings suggest that the SDQ with the trauma supplement is a useful tool in this clinical setting.
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| 6. |
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| 7. |
- Sarkadi, Anna, Professor, 1974-, et al.
(författare)
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An Integrated Care Strategy for Pre-schoolers with Suspected Developmental Disorders : The Optimus Co-design Project that has Made it to Regular Care
- 2021
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Ingår i: International Journal of Integrated Care. - : Ubiquity Press. - 1568-4156. ; 21:2
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Multiple neurodevelopmental problems affect 7-8% of children and require evaluation by more than one profession, posing a challenge to care systems.Description: The local problem comprised distressed parents, diagnostic processes averaging 36 months and 28 visits with 42% of children >4 years at referral to adequate services, and no routines for patient involvement. The co-design project was developed through a series of workshops using standard quality improvement methodology, where representatives of all services, as well as parents participated. The resulting integrated care model comprises a team of professionals who evaluate the child during an average of 5.4 appointments (N = 95), taking 4.8 weeks. Parents were satisfied with the holistic service model and 70% of children were under 4 at referral (p < 0.05). While 75% of children were referred, 25% required further follow-up by the team.Discussion: The Optimus model has elements of vertical, clinical and service integration. Reasons for success included leadership support, buy-in from the different organisations, careful process management, a team co-ordinator, and insistent user involvement.Conclusion: Evaluating multiple neurodevelopmental problems in children requires an integrated care approach. The Optimus care model is a relevant showcase for how people-initiated integrated care reforms can make it into usual care.
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| 10. |
- Östlund, Daniel, 1974, et al.
(författare)
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In between special needs teachers and students: paraprofessionals work in self-contained classrooms for students with intellectual disabilities in Sweden
- 2021
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 36:2, s. 168-182
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Tidskriftsartikel (refereegranskat)abstract
- Based on street-level bureaucracy, this study investigates the paraprofessional role and assignments in self-contained classrooms for students with intellectual disabilities in Sweden. The research design contains a mixed method approach using a digital questionnaire for paraprofessionals (N = 60) and semi-structured interviews with four special teachers and five paraprofessionals. The results demonstrate that paraprofessionals cooperate with special needs teachers and have a supportive role working with students throughout the day. A lack of support for paraprofessionals’ professional development and few opportunities for them to co-plan, co-teach and co-assess with special needs teachers is said to hinder this advancement. The complexity of being both an educator in the classroom and a caregiver taking the responsibility for students’ wellbeing, peer-to-peer relations and care orientated work tasks are discussed.
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