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- Cramér-Wolrath, Emelie, 1954-
(författare)
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Signs of Acquiring Bimodal Bilingualism Differently : A Longitudinal Case Study of Mediating a Deaf and a Hearing Twin in a Deaf Family
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation based on a case study explores the acquisition and the guidance of Swedish Sign Language and spoken Swedish over a span of seven years. Interactions between a pair of fraternal twins, one deaf and one hearing, and their Deaf[1] family were video-observed within the home setting.The thesis consists of a frame which provides an overview of the relationship between four studies. These describe and analyze mainly storytime sessions over time. The first article addresses attentional expressions between the participants; the second article studies the mediation of the deaf twin’s first language acquisition; the third article analyses the hearing twins acquisition of parallel bimodal bilingualism; the fourth article concerns second language acquisition, sequential bimodal bilingualism following a cochlear implant (CI). In the frame, theoretical underpinnings such as mediation and language acquisition were compiled, within a sociocultural frame. This synthesis of results provides important information; in the 12- and 13-month sessions simultaneous-tactile-looking was noted in interchanges between the twins and their mother; mediation of bilingualism was scaffolded by the caregivers with the hearing twin by inserting single vocal words or signs into the language base used at that time, a finding that differs from other reported studies; a third finding is the simultaneousness in which the deaf child’s Swedish Sign Language skill worked as a cultural tool, to build a second and spoken language.The findings over time revealed actions that included all the family members. Irrespective of the number of modes and varied types of communication with more than one child, mediation included following-in the child’s initiation, intersubjective meaningfulness and encouragement. In accordance with previous research, these factors seem to promote the acquisition of languages. In conclusion, these findings should also prove useful in the more general educational field.[1] Deaf with a capital ‘D’ is commonly used for cultural affiliation whereas lower case ‘d’, as in deaf, refers to audiological status (Monaghan, Schmaling, Nakamura & Turner, 2003).
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| 3. |
- Falkman, Kerstin Watson, 1970, et al.
(författare)
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Menatlizing skills of non-native, early signers: A longitudinal perspective
- 2007
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Ingår i: European Journal of Developmental Psychology. ; , s. 178-198
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Tidskriftsartikel (refereegranskat)abstract
- Using a longitudinal design the mentalizing skills of a group of deaf childrenwere tested with a wide array of theory of mind tasks over a period of threeyears. A selection of results from the first two years of testing is reported here.The children were non-native signers, but had been offered a good regime forthe development of sign language as soon as their deafness was discovered. A comparison group of hearing children matched for mental age and sex also took part. There was a wide variation in performance between children in the deaf group, both across different tasks and over time, while the hearing group performed more or less at ceiling on all of the tasks included already at the first data collection time, and showed very little variation in performance across tasks. Also, the deaf children, as well as the hearing children, performed 100% correct on a test of non-mental representation, i.e., the false-photo task (Zaitchik, 1990). The present results speak in favour of the crucial importance of early communication using a common language for the typical developmental trajectory of mentalizing skills.
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| 5. |
- Gårlin, Stina, 1970-
(författare)
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Du och Jag : Dialogiska möten kring text i resursskolans klassrum
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis takes an interest in the literacy practices in a Special Educational Needs (SEN) classroom for grades 7-9 in a compulsory school, where most students are diagnosed with Autism Spectrum Disorder (ASD). The diagnosis ASD often implies difficulties related to print literacy as well as deficits in social interaction (ICD5), and many of these students show a relatively low rate of passing grades in school. A possible explanation for this is that social interaction and literacy are considered as key abilities in the view on learning in the Education Act, and therefore crucial for reaching the knowledge requirements stated in the curricula. The relation between the difficulties implied by the diagnosis and necessary abilities for reaching knowledge requirements in school constitutes a special educational dilemma. Considering this dilemma, the aim of this study is to make visible, from a relational perspective, the prerequisites for participation in literacy practices in a SEN group for students diagnosed with ASD. The research question is: What obstacles and opportunities for participation in the classroom literacy practices appear for the focus students? The empirical material was produced through an ethnographic approach, where the participants were followed for one year. Video and interviews were used as methods for data production. The theoretical framework is relational pedagogy, and Martin Buber’s concepts are used to analyze the relational dimensions in the classroom interactions around text. The results show how relational aspects of teacher-student meetings affect the possibilities for student participation in interactions around text. The study concludes that educators’ relational competence plays a crucial role for the students’ opportunities to participate in literacy practices. The findings have implications for practice that are applicable for teaching students with special educational needs as well as for teaching in the general classroom.
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| 6. |
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KAPET 2016, 12(2) : Karlstads universitets pedagogiska tidskrift
- 2016
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Detta nummer av KAPET inleds med artikeln Att göras till "riktig" pojke – Maskulinitetsskapanden i skolans praktik. Tomas Saar och Marie Nordberg presenterar alternativa berättelser från ett längre etnografiskt projekt. I artikeln Förändrade dokumentationspraktier – förändrade stödinsatser? diskuterar Marie Tanner och Héctor Pérez Prieto hur specialpedagoger översätter och hanterar en nyligen införd reform. Reformen gäller skolors stödinsatser. Vi följer upp detta genom artikeln History of change in education of pupils with severe hearing loss – Teachers’ narratives from Finland and Sweden där Marjatta Takala och Carin Roos uppmärksammar oss på att det saknas forskning om undervisning av döva elever och elever med hörselnedsättning. De belyser lärares egna perspektiv på sin praktik. Vidare har Anna-Lena Göransson och Annica Ådefors skrivit en resumé där de presenterar läslyftsmodulen Språk i yrkesämnen som tagits fram på uppdrag av Skolverket. Konsten att fånga kommunikation beskrivs i en metodartikel Kameraanvändning i videoobservation. Anna Öhman beskriver sina erfarenheter av att använda sig av både hand- och huvudkamera vid videoobservationer. Handledning står i fokus i Annelie Andersén och Hamid Asgharis artikel Identitetsframträdande och positionering i handledares berättelser. Avslutningsvis zoomar vi ut med En nyfiken betraktelse av de ökade kraven på skolans vetenskaplighet. Anette Forssten Seiser kopplar ihop diskursen ökade krav på vetenskaplighet med diskursen utbildningsprestation som konkurrensmedel.
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| 7. |
- Lindblom, Anne, et al.
(författare)
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Contributing to Change in Teacher Education? Assessing Student Teachers’ Attitudes Towards People with Autism Spectrum Disorder.
- 2016
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Konferensbidrag (refereegranskat)abstract
- Theoretical framework, objectives and research questions Inclusive education is advocated in school legislation in Sweden, Finland and England, and support for children diagnosed with Autism Spectrum Disorder (ASD) is generally provided within the mainstream classroom. As ASD prevalence has risen markedly worldwide, and currently stands at approximately 1 in 100 (Autism Europe, 2016), it is likely that student teachers will encounter pupils with ASD during their practical placement, and subsequently, in the profession.Representations of ASD, such as difficulties in social interaction and communication, can entail challenges for the pupil in the mainstream context and for adults in the community (Shereen & Geuts, 2015). For the teacher, ensuring the pupil’s inclusion requires knowledge about ASD and adequate support and intervention methods to meet the individual’s needs. Previous research has mainly examined teachers’ and student teachers’ attitudes towards inclusion of pupils with ASD (e.g.,McGregor & Campbell, 2001; Ross-Hill, 2009) and the accuracy of their knowledge and beliefs about ASD (e.g., Talib & Paulson, 2015).Less attention has been paid to teachers’ attitudes towards ASD in general. Two recent studies have however examined student teachers’ (Park, Chitiyo, & Choi, 2010) and teacher’s attitudes (Park & Chitiyo, 2011) towards pupils with ASD. The studies found that both groups held positive attitudes towards children with ASD, yet women reported more positive attitudes than men. Further, in the student teacher group participants’ exposure to ASD and their academic major influenced their attitudes so that the students majoring in special education had more positive attitudes than students majoring in general education (Park et al., 2010). These studies have not however examined the mechanisms of attitude change (e.g., why does exposure lead to more positive attitudes), which the current study aims to explore.Given that the majority of previous research has taken place in the USA, (e.g. Talib and Paulson, 2015); there is an urgent need to investigate student teachers’ attitudes towards ASD, particularly pupils with ASD, in Europe, in order to ensure the continuing provision of high quality inclusive education in this context. Moreover, to our knowledge there are no previous studies clarifying whether differences exist in student teachers’ attitudes towards ASD across different European countries. This study aims to fill these gaps. The project represents a collaboration between psychology and special education faculty members at three European universities across Sweden, Finland and England. The purpose of this presentation is to present results of this ongoing interdisciplinary research project and obtain feedback and comments from the scientific community.The research questions are:What are the attitudes of student teachers towards pupils with ASD?Are there differences in student teachers’ attitudes between Sweden, Finland, and England? Is there any relationship between the student teachers’ gender, course of study, knowledge of ASD, exposure to ASD and their attitudes?Methodology The project utilizes a mixed method approach consisting of two stages. This paper will disseminate the results of the first stage, a cross-sectional survey investigating student teachers’ attitudes toward ASD, their hypothesized predictors (e.g., knowledge of ASD, level of contact with people who have ASD), and potential mediators (e.g., anxiety).Participants will be students who are completing a teacher training course at each of the three universities conducting the research. These participants will complete the survey as part of a lecture on a closely related topic. Power analysis suggests that approximately 250 student teachers need to be recruited in each country to adequately test hypotheses (see below). Measures are derived from extant research on disability attitudes (e.g., Krahé & Altwasser, 2006) and utilise nine point Likert scales. In addition to closed measures, the survey also includes open-ended questions designed to elicit deeper responses from participants and gain rich insight into the thoughts, feelings and concerns that student teachers hold when educating pupils with ASD in the classroom.The survey was designed in English, and subsequently translated into Swedish and Finnish by native speakers of each language. It has already been piloted in all three countries, with positive feedback about its intuitiveness and ease of comprehension for participants. In addition to addressing the research questions (above), the results of the survey will also be used to inform the second stage of the project, comprising in-depth interviews with student teachers about their experiences of educating pupils with ASD.Expected outcomes As this is an on-going research project with data being gathered between January and May 2016, the findings and literature-relevant discussion will be presented at the conference. Data is currently being collected in all three countries. However, drawing on the findings of previous research (e.g., Park & Chitiyo, 2011), the following hypotheses can be made:Student teacher attitudes toward ASD will be positive overall.Female student teachers will hold more positive attitudes than males.Student teachers completing a special education focused teaching training course will hold more positive attitudes than those completing a general education focused one.Higher levels of prior contact with people who have ASD will be associated with more positive attitudes towards them.In light of the paucity of research investigating student teacher attitudes in the European context, we make no specific hypotheses regarding potential differences between our samples.Our pilot data suggest that the collective findings from this research project will encourage all student teachers to reflect on their attitudes towards all pupils with a special need or disability, as this was a general trend. It is hoped that through this self-reflection attitudes towards all pupils with ASD or another disability or special educational need will positively impact on practice in the classroom. By investigating student teachers’ attitudes towards educating pupils diagnosed with ASD, and what may influence them, new knowledge can be generated. We aspire to promote improvement and influence teacher education policies in Sweden, Finland and England.Intent of publicationIt is intended that findings from the project contribute to at least one peer-reviewed article, to be disseminated in a high quality journal covering this area of interest, e.g., Autism, European Journal of Special Needs Education, International Journal of Inclusive Education, Journal of Autism and Developmental Disorders, and The Teacher Educator.References Autism Europe. Prevalence rate of autism. (2016). Available from: http://www.autismeurope.org/about-autism/prevalence-rate-of-autism/Krahé, B., & Altwasser, C. (2006). Changing negative attitudes towards persons with physicaldisabilities: An experimental intervention. Journal of Community & Applied Social Psychology, 16, 59-69. McGregor, E. & Campbell, E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism : The International Journal of Research and Practice, 5(2), 189–207.Park, M. & Chitiyo, M. (2011). An Examination of Teacher Attitudes towards Children with Autism. Journal of Research in Special Educational Needs, 11(1), 70–78.Park, M., Chitiyo, M., & Choi, Y. S. (2010). Examining pre-service teachers’ attitudes towards children with autism in the USA. Journal of Research in Special Educational Needs, 10(2), 107–114.Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188–198.Scheeren, A.M., & Geuts, H.M. (2015). Research on community intergration in autism spectrum disorder: Recommendations from research on psychosis. Research in Autims Spectrum Disorders, 17, 1-12.Talib.T.L., & Paulson, S. (2015). Differences in competence and beliefs about autism among teacher education students. The Teacher Educator (50)4, 240-256.
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| 8. |
- Lindblom, Anne, 1958-, et al.
(författare)
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Student teacher’s attitudes towards educating pupils diagnosed with Autism Spectrum Disorder in the inclusive mainstream classroom
- 2016
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Konferensbidrag (refereegranskat)abstract
- Social justice, equality and solidarity in education are the founding principles of inclusive education. Yet barriers to inclusion remain within many classrooms across Northern Europe. In Sweden, Finland and England, the ideology is to provide special needs education primarily in mainstream education. Thus, the support for children with ASD is generally provided in conjunction with mainstream education whenever possible. However, although teachers play a crucial role in the inclusion of children with special needs in regular education, there persists a paucity of empirical research surrounding teacher attitudes toward children with ASD and their experiences of educating these pupils in the classroom. This is particularly the case in regard to student teachers, with whom there has been no studies on this topic. Such data are important because, given that the prevalence of ASD has increased sharply worldwide, it is vital that student teachers are adequately prepared to meet the needs and secure the equal treatment of pupils diagnosed with ASD in the classroom.The current project seeks to address this gap by accessing student teacher attitudes and experiences of children with ASD in Sweden, Finland and England. Student teachers will be recruited from higher education courses at one university in each country. The project will utilize a mixed method approach comprising three stages. Firstly, participants will be asked to complete a cross-sectional survey investigating attitudes to children with ASD and their hypothesized predictors (e.g., knowledge, contact), derived from extant research on disability attitudes. This will shed light on the structure of student teacher attitudes in addition to what may influence them. Secondly, semi-structured interviews will be used to explore student teachers’ classroom interactions with children who have ASD. This will give rich insight into how student teachers think and feel about educating pupils with ASD and identify any barriers to their inclusion in a mainstream setting. In the final stage, cross-national comparisons will be made between the three countries. This will highlight which aspects of teacher education programmes facilitate positive attitudes to children with ASD. These data will be helpful in influencing the teacher education policies in Sweden, Finland and England in directions that will promote equality and inclusion in mainstream education. This project is an interdisciplinary collaboration between psychology and special education faculty members at three European universities. The purpose of this presentation is to outline the scope of the project, discuss its methodology and obtain feedback from the scientific community.
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