| 1. |
- Bölte, Sven, et al.
(författare)
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Inclusive practice for students with neurodevelopmental disorders in Sweden.
- 2021
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Ingår i: Scandinavian journal of child and adolescent psychiatry and psychology. - 2245-8875. ; 9, s. 9-15
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Tidskriftsartikel (refereegranskat)abstract
- 'Inclusion' aims to achieve adaptation of the environment to the diverse prerequisites and needs of individuals, instead of demanding of individuals to cope with the challenges of a given context themselves exclusively. All Scandinavian countries have made formal decisions to enhance inclusive practice for children and adolescents with disabilities in educational settings, seeking to implement international conventions. We investigated current inclusive practice for students with neurodevelopmental disorders (NDDs) in Swedish primary, secondary and high-schools using the 61-item INCLUSIO scale among N=4778 school staff with educational responsibilities in 68 public and private schools across 11 municipalities. Overall, school staff reported not to be well prepared to teach students with NDDs and that their school's implementation of concrete inclusive practice was limited. Findings indicate a gap between inclusive educational ambitions and current practice for students with NDDs. Enriched teacher education and supervision for NDDs, a shift in pedagogical views of NDDs and better collaboration between community services, as well as systematic evidence-based implementation plans driven by policy makers and educational authorities may help improve inclusive practice.
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| 2. |
- Leifler, Emma, et al.
(författare)
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A multi-perspective study of Perceived Inclusive Education for students with Neurodevelopmental Disorders
- 2022
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Ingår i: Journal of Autism and Developmental Disorders. - : Springer Science and Business Media LLC. - 0162-3257 .- 1573-3432. ; 54, s. 1611-1617
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Tidskriftsartikel (refereegranskat)abstract
- Consensus is often a prerequisite for communities to develop initiatives to improve practice and create a future together. We investigated the consensus around the perceived educational inclusion of autistic and other neurodivergent students, their caregivers, and their teachers. Seventeen triads of informants plus two single students from mainstream secondary and high schools in Sweden underwent the standardized INCLUSIO interview operationalizing educational inclusion domains. Inclusive practice was reported across groups to be poorly to sufficiently developed for different domains and measures. Discrepancies were extensive between informants and most pronounced for students and parents versus teachers. The findings highlight limited consensus about inclusive education in practice and suggest enhanced participation of neurodivergent students and their parents to improve inclusive education implementation.
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| 3. |
- Leifler, Emma
(författare)
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Alla behöver hjälpas åt kring eleverna
- 2023
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Ingår i: Elevhälsans upptaktsdag 2023.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Sammanfattning över forskningsprojekt Inkluderande undervisning för elever med NPF
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| 4. |
- Leifler, Emma, et al.
(författare)
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Building the bridge! Strategies to prevent challenging situations in educational context with focus on autistic students
- 2024
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Ingår i: DADD- the 25th international conference on autism, intellectual disability and developmental disabilities, Honolulu, Hawaii.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- To identify the characteristics of the current literature examining strategies used by schools to prevent challenging behavior and support students with autism in these situations. Further, the aim is also to summarize and synthesize key findings and highlight the gap and limitations to direct future research. The PRISMA-ScR guidelines have been implemented and the five-stage scoping review framework (Arksey & O’Malley, 2005) has been used. identifying the research question; identifying relevant studies; study selection; extracting (or ‘charting’) the data summarizing, and reporting the results Method: SPIDER Framework; Sample Phenomenon of Interest Design Evaluation Research type To identify inclusion and Exclusion criteria and search strategy Mixed Methods Appraisal Tool (MMAT) version 18 (Hong et al., 2018) Quality appraisal designed to support and be valid for mixed-methods systematic research reviews. Results: Placement About equal regular/mainstream vs Special school Self-contained setting common in both Research setting Classroom (mostly small setting classroom) Empty classroom Therapy room at school Lack of focus areas: Peer based Professional development /teachers’ capacities Changes in attitudes Changes/ development of instruction, modification, support Whole school system Transitions programmes Comprehensive models Learning environment Social validity (lack of students' voices) Discussion: Strategy focus/ changes in the learning environment vs training teaching students Prevent/ proactive vs remedying Challenging situation or behaviour? Learning environment Ability vs demands Teachers as facilitator pros and cones Inclusive education – different needs Clinical setting vs naturalistic setting
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| 5. |
- Leifler, Emma, et al.
(författare)
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Does the learning environment 'make the grade'? A systematic review of accommodations for children on the autism spectrum in mainstream school
- 2021
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Taylor & Francis. - 1103-8128 .- 1651-2014. ; 28:8, s. 582-597
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The 2030 Agenda for Sustainable Development adapted by the United Nations envisions inclusive and equitable quality education. While there is a growing body of research on interventions designed to help children on the autism spectrum adapt to the school environment, accommodations to children needs have been given less attention.OBJECTIVE: To synthesize the literature on accommodations in the learning environment for children on the autism spectrum (ages 5-19 years) in mainstream school, with a specific focus on the effects on functioning, educational outcomes and well-being.METHODS: A systematic search was conducted. The study selection and data extraction were performed by two independent reviewers. Eligible studies were assessed according to the What Works Clearinghouse (WWC) standards.RESULTS: The search yielded 6102 citations. Only 37 eligible studies were identified, of which 14 met the WWC standards. This inconclusive and heterogeneous body of research tentatively suggest that accommodations in the pedagogical and psychosocial leaning environment can improve performance and function in school.CONCLUSION AND SIGNIFICANCE: Accommodations in the learning environment is a promising but understudied approach. Creative research and innovation will be needed to support policy makers and school personnel in their quest to ensure inclusive and equitable education.
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| 6. |
- Leifler, Emma
(författare)
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Educational inclusion for students with neurodevelopmental conditions
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: Inclusive education is the response to the human rights movement that requested equal rights to general education for all students, independent of their prerequisites and/or disabilities. Inclusion is different from integration, which concentrates on the capacities of an individual to adapt to a given mainstream. Inclusion demands that we change the existing educational environment in order to respond to the diverse needs of all learners. Inclusive education focuses on multiple aspects, such as participation, belonging and academic achievement. Teachers’ attitudes, as well as their experience of working with children having neurodevelopmental conditions (NDC), is well described in the literature as crucial for creating and believing in inclusive values. The prerequisites for general teachers (e.g., professional development, supervision and resources) in mainstream school settings are poor. As the number of children on the autism spectrum and with attention deficit hyperactivity disorder in inclusive settings is increasing, the need for evidence-based strategies to facilitate inclusion has become urgent. Autism spectrum disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are neurodevelopmental conditions associated with deficits that can make life in school harder, e.g., executive dysfunctions or social impairments. Little is known about the practical dimensions of inclusive education from different angles. Furthermore, there is a lack of views and perspectives from the students themselves, whose environment we are aiming to improve. Theoretical frameworks used for the design and interpretation of studies in this thesis are the bio-ecological model by Bronfenbrenner, the bio-psychological framework from the World Health Organization (WHO), the International Classification of Functioning, Disability and Health, the ICF Core Sets and the Human Environment Interaction model (HEI). Objectives: This research examines inclusive practice for students with neurodevelopmental conditions. The overall aim of this thesis is to explore educational inclusion for students with NDC, focusing on how it works in practice and what key elements are essential for the development of more powerful inclusive agendas. For this purpose, four studies were conducted: a systematic literature review (study I), an intervention study for teachers’ learning (study II), an exploratory study of social validity from social skills training (study III) and a multi-perspective study of lived experiences of educational inclusion (study IV). Methods: Study II-IV consisted of a mixed methods design, with qualitative and quantitative methods, including participants with ADHD and ASD (adolescents), their caregivers and professionals (teachers and school management). Participants were recruited from mainstream high and secondary schools. Two of the studies are multi-responder studies. In study III, the responders are students, teachers and school management and in study IV, students, parents and teachers. The triangulation increases the validity through the convergence of information from different participants. Data collection tools are the literature search (study I), questionnaires (study II) and semi-structured interviews and structured surveys conducted through interviews based on the instrument INCLUSIO (study IV). The sample size in study II is n = 26, in study III, n = 20 (students n = 13, teachers n = 5 and school management n = 2) and in study IV, n = 56 (students n = 19, caregivers n = 17 and teachers n = 17). Quantitative data in study II and IV was handled and analyzed with the SPSS (Version 27) and analyzed by descriptive and inference statistics. The interviews in study III were audio-recorded and transcribed verbatim with meaningful concepts extracted from the transcriptions and linked to social validity categories from the work by Wolf (1978) and analyzed through thematic analysis. Results: The results based on the completed data collection show supporting and hindering areas in the school environment. Accommodations in the learning environment is a promising but understudied approach. Effective accommodations for enhancing learning for students on the autism spectrum found in study I are didactical accommodations for completing tasks and assignments, prompting procedures for on-task behavior, social interventions for better functioning and social inclusion and video-modeling for understanding and preparing for different situations in school. Professional development for teachers’ learning towards improved self-efficacy and inclusive skills are effective, despite the lack of long-term perspectives. Training teachers in implementing evidence-based methods in practice can be done by lesson study cycles. Teachers’ knowledge of concrete accommodations rose from the initial phase where assumptions about an improved learning environment can be made. Social skills group training is feasible in naturalistic settings, such as the school environment. There were generalizations of teachers’ as well as students’ skills. Moreover, the whole school’s social environment was developed and improved. Results from study IV demonstrate large discrepancy in some of the areas significant for inclusion in school, e.g., direct instructions and individual support, available resources, the social environment and the responsibility for achievement. Parents and students express lack of sufficient support in the explicit classroom situation, e.g., with tasks and assignments. The teachers evaluated the learning environment as more inclusive than students and parents in most of the examined areas. Similar views and agreements were in the lack of competence among staff. For educational inclusion, most valuable was individual support, followed by functional response to behavioral characteristics and a structured learning environment. Conclusions: As more students on the autism spectrum and other developmental conditions are attending inclusive environments, exploring and evaluating practice from multiple perspectives can ascertain what is working well and what is not. Furthermore, this research indicates how to improve inclusive education and contributes with evidence of how to enhance participation for students with NDC, e.g., by professional development for teachers and social skills group training for students. Our findings show that the students themselves are still regarded as the owners of the problem and the learning environment is not accommodating enough, where especially the psychosocial domain is neglected. In order to adjust the learning environment sufficiently to provide inclusive education, there is a need for further and more extensive competence regarding learners’ characteristics and conditions associated with NDC. In order to provide an equal learning environment for all students, there is a need for inclusive special didactics. This study contributes to stakeholders and educators as well as to the society as a whole in order to further strengthen the inclusive agenda.
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| 7. |
- Leifler, Emma
(författare)
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Elementary and middle school teachers' capacity to create inclusive learning environments
- 2019
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Ingår i: Paper presented at the 13 th Annual International Conference of the World Association of Lesson Studies, WALS, 3 - 6 september, 2019, Amsterdam.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this symposium is to contribute with new knowledge about teachers' attitudes towards inclusive teaching of students with Neurodevelopmental Conditions (NDC) from pre-school to upper secondary school before, and after Lesson Study interventions. Assumptions from pragmatism are used as an overall theoretical lens. The studies follow a lesson study model, and take a standpoint in teachers' attitude and knowledge and their decisions as having impact on practical consequences and acting. By enhancing the awareness of teachers' understanding of how the students experience their school situation, the chance to make suitable changes for a positive learning experience is greater. In this symposium, three examples of how to enhance teachers' competence and attitudes to teach students with NDC in inclusive settings are presented.
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| 8. |
- Leifler, Emma
(författare)
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Experienced inclusive education – bricks and barriers according to autistic students in comparative school settings
- 2022
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Ingår i: The 13th International Autism-Europe Congress, 7 - 9th October, Cracow.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: Inclusive education and what counts as evidence of inclusive settings by listening to students themselves is understudied. To assess and develop inclusive learning environments, key elements can be found through participatory research. Autistic students are at increased risk for mental disorders and are overrepresented among school absenteeism. Little is known about valuable phenomena for educational inclusion from the students’ perspective, as well as the comparative approach, where different settings are being evaluated. Objectives: This exploratory study examines perceived inclusion from the eyes of students. The current study builds on our previous experience (Leifler, Borg & Bölte, 2022, submitted manuscript) seeking to systematically enlarge it in terms of further evaluating the learning environment for enhanced inclusion. Methods: Participants are recruited from middle to secondary school. Sample size is at present eight students, where we continue interviews and the amount 20-25 is set as saturation, equal amount from inclusive and segregated settings. Data collection are semi structured interviews. Educational inclusion is measured by interviews with the students (both in regular and self-contained/nurturing groups). Data is handled with the NVivo 12 (QSR and Ltd.), and thematically analyzed. Results: The preliminary results based on the completed interviews (n = 8) demonstrate the importance of individual support, trust and healthy relationships with teachers. According to the responses, students are aware of their needs and wish for the support in regular setting, however do not believe it is manageably. Moreover, students in regular school settings express difficulties in managing in the changing school environment and are more often left alone with tasks and assignments. Students’ responses demonstrate differences in teachers’ inclusive skills. Conclusions/discussion: These tentative findings show bricks and barriers in inclusive as well as segregated school settings. As more student on the autism are attending inclusive environments, there is an urgent need of further analyzing the learning environment for the development of interventions e.g. aiming to increase social interactions and possibilities for enhanced participation. Significance: This study contributes to stakeholders and educators as well as to the society. Students’ well-being and safety in the school environment reduces school absenteeism and enhances academic achievement.
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| 9. |
- Leifler, Emma, et al.
(författare)
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Experienced inclusive education - bridges and barriers according to autistic students and students with ADHD in comparative school settings
- 2024
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Ingår i: DADD The 25th international conference on autism, intellectual disability and developmental disabilities.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: Inclusive education and what counts as evidence of inclusive settings by listening to students themselves is understudied. To assess and develop inclusive learning environments, key elements can be found through participatory research. Autistic students are at increased risk for mental disorders and are overrepresented among school absenteeism. Little is known about valuable phenomena for educational inclusion from the students’ perspective, inclusive pedagogy content and the comparative approach, where different settings are being evaluated. Objectives: This exploratory study examines perceived inclusion from the eyes of students. The current study builds on our previous experience (Leifler, Borg & Bölte, 2022) seeking to systematically enlarge it in terms of further evaluating the learning environment for enhanced inclusion. Methods: Participants are recruited from middle to secondary school. Sample size is at present nine students, where we continue interviews and the amount 20-25 is set as saturation, equal amount from inclusive and segregated settings, where specifically the lack of perspectives from girls will be covered. Data collection are semi structured interviews. Educational inclusion is measured by interviews with the students (both in regular and self-contained/nurturing groups). Data is handled with the NVivo 12 (QSR and Ltd.), and thematically analyzed. Results: The preliminary results based on the completed interviews (n = 9) demonstrate the importance of individual support, trust and healthy relationships with teachers. According to the responses, students are aware of their needs and wish for the support in regular setting, however do not believe it is manageably. Moreover, students in regular school settings express difficulties in managing in the changing school environment and are more often left alone with tasks and assignments. Students’ responses demonstrate differences in teachers’ inclusive skills. Conclusions/discussion: These tentative findings show bricks and barriers in inclusive as well as segregated school settings. As more student on the autism are attending inclusive environments, there is an urgent need of further analyzing the learning environment for the development of interventions e.g. aiming to increase social interactions and possibilities for enhanced participation. Significance: This study contributes to stakeholders and educators as well as to the society. Students’ well-being and safety in the school environment reduces school absenteeism and enhances academic achievement.
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| 10. |
- Leifler, Emma
(författare)
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Från problematisk till fungerande skolgång
- 2023
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Ingår i: Pedagog Stockholm.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Film om hur elever i behov av stöd kan få adekvat och tillräckligt stöd i skolmiljö. Forskningsbaserade metoder för undervisning.
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