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- 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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- 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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- Leifler, Emma, et al.
(författare)
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Knowledge and content of neurodevelopmental conditions (NDC) in syllabus for special education teachers at University of Gothenburg. : Affordances of SEN knowledge during teacher education in Sweden
- 2021
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Ingår i: Annual Conference of Teacher Education Network, ETEN, 22-24 April 2021, virtual conference, College South, Esbjerg. Denmark.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this session, the pre-service special teacher education of University of Gothenburg will be presented, with a focus on in what way special educational content are present in the courses of the program, with explicit focus on neurodevelopmental conditions. The presenters are teacher educators and doctoral students, in the national graduate school in special education for teacher educators. This means, all of them are active teacher educators who have taught becoming teachers for a while, but without a doctoral degree. The graduate school is funded by the Swedish Research Council, and the doctoral students will present their theses in 2021-2022. The aim of the session is also to present the results of an assessment of SEN content in the courses at the pre-service training from four Swedish universities, as well as discuss with the audience who the situation is in other countries. The analysis is based on syllabus, literature and the lectures. How to deal with the decreasing number of teachers, and by that even less number of SEN-teachers, is another important topic for all presenters, as education for all will be challenged if there is a future lack of qualified teachers to meet students in problematic school-situations regardless of the content offered during pre-service training. The questions guiding the above presented study are: What SEN content has been identified at the four different universities regarding, ECTS, goals and literature? Which are the themes of the content offered and in what way are the themes connected to the teachers’ becoming work at school? In what way do the courses offer the students’ special didactics knowledge of how to handle teaching in different subjects for students in SEN?
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- Leifler, Emma, et al.
(författare)
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Lesson study research for Special Educational Needs and Disabilities
- 2021
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Ingår i: WALS 2021 Virtual conference. 29 NOV - 2 DEC 2021. Revisiting Lesson and Learning Studies: Accessibility, Quality and Sustainability.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Lesson study research for Special Educational Needs and Disabilities The aim of this review is to synthesize research results from studies using the lesson study cycles as method studying SEND issues in the field of Neurodevelopmental Disorders (NDDs) e.g. Autism, ADHD and Intellectual Disability to analyze if and how lesson study is a powerful model to enhance students’ with NDD learning and designed to be used in education. By that, this review differs form, but is based on the review done by Brahm Norwich, Benham-Clarke and Goei (2020), as this review is narrowed down to only include LS-studies focusing NDD participants. If lesson study, as a collaborative professional development model, can contribute to develop inclusive education for students with NDDs is a question to be answered in this systematic research review. The review used the concepts Lesson Study and SEND approaches, and research articles in international scientific journals during the past 10 years was selected. The initial search identified few studies; therefore, we additionally searched by hand amongst other sources e.g. the International Journal for Lesson and Learning Study. Data were extracted by two independent reviewers and checked for validity by third author. The CASP (Critical Appraisal Skills Programme) Instrument assessed quality of studies. Thematic analyse was used to synthesise the findings. Results show lack of empirical studies and studies of quality in teaching towards inclusive education. Furthermore, the context is significant for sustainability and the learning outcomes. The result contributes to stakeholders and educators as well as to the society as a whole, finding innovative ways of enhancing academic achievement for all students is a worldwide goal.
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| 6. |
- Leifler, Emma, et al.
(författare)
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Teachers’ perceptions of bricks and barriers in implementing inclusive philosophy, theory and methods in regular school settings
- 2022
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Ingår i: Annual Conference, ETEN, 2022, Vienna.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: Inclusion is not similar with integration, which concentrates on the capacities of an individual to adapt to a given mainstream. Looking at inclusive education with broad lenses means taking into account multiple aspects of the concept, such as participation, belonging and academic achievement. Teachers’ attitude as well as experience of working with children having special educational needs and disabilities (SEND) is well described in the literature, as crucial for creating and believing in inclusive values. However, the prerequisites for teachers (e.g. professional development, supervision and resources) in mainstream school settings are poor. Objectives: This exploratory study examines teachers’ challenges when creating inclusive practice for students with SEND with explicit focus on neurodevelopmental conditions. The current study builds on our previous experience, seeking to systematically enlarge it in terms of widening the understanding by adding the perceptions from teachers in order to further analyze practical dimensions of inclusive education. Methods: This study is a convergent mixed methods study, where data is collected a design in which qualitative and quantitative data are collected in parallel, analyzed separately and then merged. Data in this study are responses from an open-ended question from a previous survey (Leifler, 2020). Additional data is two deep-interviews with teachers from the first study, where 1-3 more interviews will be conducted. Participants are recruited from mainstream high- and secondary schools. At present the sample size is N=44 (teachers from primary and secondary school). Quantitative data is handled with the SPSS (Version 27), and analyzed by descriptive and inference statistics. Qualitative data is interpreted with thematic analysis (Braun & Clarke, 2006). Results: The preliminary results based on the completed surveys (N=44) and deep interviews (n = 2) show supporting and hindering areas in the school environment. According to the responses, there are several threats to inclusion where time, resources and the broadness of diversity are highlighted as extra challenging. Bricks to inclusion are collaboration and trust in self-efficacy. Conclusions: As more student on the autism and other developmental disabilities are attending inclusive environments, there is a need for evaluation of praxis to improve inclusive education and possibilities for enhanced participation. Our findings show that the teachers, responsible for implementing adequate support, are still not given the right conditions to being able to fulfil goals for inclusive education. Furthermore, there are teachers who succeed in implementing inclusive values and meeting the needs of diverse students by being flexible and seeing themselves as responsible for finding solutions in the classroom.
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| 10. |
- Petersson Bloom, Linda, et al.
(författare)
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Changes experienced in primary education by teachers, autistic students and students' parents after a professional development intervention
- 2023
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Ingår i: Journal of Research in Special Educational Needs. - : Wiley-Blackwell Publishing Ltd. - 1471-3802.
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Tidskriftsartikel (refereegranskat)abstract
- We aimed to explore the experiences of teachers, autistic students and students' parents, before and after professional development intervention for teachers in primary school. The main participants were five autistic students aged 7–11 years in three primary schools (intervention schools), their parents and teachers. Five school contexts were studied, with three interventions and two comparisons. Data collected included questionnaires, student evaluations and recorded follow-up conversations. The results showed statistically significant changes among teachers pre- to postintervention at all three intervention schools; no differences were found at control schools. However, analyses of the case studies showed that parents and students did not experience changes at the same levels as teachers. Identified barriers to change included a lack of physical space, time to focus on each child, and resources. Professional development is effective in changing teachers' understanding and attitudes, but not enough to change classroom practice in the views of students and parents.
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