| 1. |
- Heimdahl Mattson, Eva, 1945-
(författare)
-
The School Situation of Students with Motor Disabilities : Interaction of individual prerequisites and environmental demands
- 1998
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis consists of five scientific articles as well as a framework and is to a great extent based on interviews with students with motor disabilities, their parents and school personnel.The aim of the thesis is to study phenomena such as self-reliance, independence and autonomy, focusing on students of various ages and types of motor disabilities, in varying kinds of segregated and integrated school environments. The work is based on an interactional approach, and analyses how students' individual prerequisites interact with organizational and educational influences.It was found that the more segregated school system often gave priority to therapy goals, in order to develop the student's independence, i.e. the ability to manage the practical side of life. The student's development of autonomy, defined as the ability to make one's own decisions and control one's own life, was thereby subordinated, since it required knowledge of reading, writing, information-seeking, critical examination, e.g. typical educational goals.Students with less severe or less visible disabilities in integrated school systems, i. e. regular classes, were often treated in a way similar to their non-disabled peers. It was obvious that if the disability was ignored, it might lead to a minor disability developing into a significant handicap in the interaction with the surrounding school environment. The student's possibilities of influencing his/her situation were slight, and the autonomous development wa s limited. On the contrary, students with more severe disabilities in regular classes appeared to have better access to physical and educational adaptations. Their handicap thus decreased, and their opportunities of influencing their lives and developing autonomous attitudes increased.A conclusion is that the student's possibilities of developing either independence or autonomy are not necessarily decided by whether or not the system is integrated or segregated, but rather by how the organization and the methods of co-operation are realized within each system.
|
|
| 2. |
- Tjernberg, Catharina, et al.
(författare)
-
From methods and concepts to triple learning processes in school, teacher education and research
- 2017
-
Ingår i: Nordic Studies in Education. - : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 37:1, s. 36-45
-
Tidskriftsartikel (refereegranskat)abstract
- This article examines and discusses how successful teachers develop professionally and relate this process to theory and practice. It elucidates some further aspects of an earlier longitudinal, praxis-oriented study in excellence that was carried out over a period of seven years in a nine-year Swedish compulsory school (Tjernberg, 2013). That case study was based on classroom observations and follow-up discussions to create consciousness of learning processes among the teachers and the researcher. According to the teachers in this study, the focus of pedagogical research is seldom on pedagogical practices, which means that they are not felt to be important. In contrast, the research is seen to be important if it has an inside perspective, using mutual and continuous communication between the pupils, themselves, and the researcher. One main finding is that a researcher can contribute to theorising and putting into words the teachers' pedagogical practices. At the same time, the researcher is able to deepen her or his research into issues that arise from the teachers' practices and knowledge. These two conditions are in turn necessary for the individual pupil to develop her or his proximal learning, which leads to further research questions. In this article, the term 'triple learning process' is used to describe this interaction.
|
|
| 3. |
- Tjernberg, Catharina, et al.
(författare)
-
Inclusion in practice : a matter of school culture
- 2014
-
Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 29:2, s. 247-256
-
Tidskriftsartikel (refereegranskat)abstract
- The main aim of this study was to find out how reading and writing education can work successfully in practice without being exclusive. The teachers preferred heterogenous groups and emphasised the importance of various teaching methods and approaches so as to be able to deal with student diversity. They had a good theoretical foundation and the ability to link-up their theoretical knowledge with what they learned from experience to create action-oriented knowledge. The importance of each student being challenged in the next development zone was stressed. The teachers’ positive belief in their students’ ability and their commitment to the pedagogical process were other central factors. The successful results of the teachers’ work showed the importance of mentorship, co-operation with colleagues and continuous pedagogical discussions, led by a researching teacher, so as to promote the teachers’ own reflective ability. This created an inclusive school culture in which all the students felt they were competent, valued and never excluded.
|
|
