| 1. |
- Zakirova Engstrand, Rano, 1973-
(författare)
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Families of young children with autism spectrum disorder in Sweden: The role of culture and intergenerational support
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Children with autism spectrum disorder (ASD) have shown high variability in learning outcomes in response to evidence-based interventions, suggesting a need for individualization of intervention programmes for each child and his/her family. To explain this variability and develop effective intervention strategies research suggested focusing on identification of important contextual factors that might influence the effectiveness of a specific intervention for each child such as family cultural characteristics and characteristics of service settings and systems. The overarching aim of the thesis was to identify and describe proximal and distal environmental factors and processes affecting implementation and provision of interventions and services for young children with ASD and their families within the context of the Swedish support system. Two theoretical models guided the research project: Bronfenbrenner’s bioecological model of human development and Wachs’s multiple-influences model of individual variability. The specific objectives addressed using a mixture of qualitative and quantitative methods were: (i) to investigate the scope of reporting ethnicity and other cultural factors in research publications by Swedish scholars involved in empirical research in ASD in children and youth (Study 1); (ii) to explore perceptions of autism, beliefs about its causes, and treatment preferences expressed by parents of children with ASD from culturally, ethnically and linguistically diverse backgrounds (Study 2), and (iii) to explore grandparents’ perceived needs in relation to having a young grandchild with ASD (Study 3).The results of data triangulation across the three studies showed that within the context of the Swedish support system, three proximal environmental factors were associated with identification of ASD in young children and families’ use of services and interventions before and after the child was diagnosed with ASD. These were parents’ belief systems (including perceptions about child’s autism, help-seeking behaviours, and treatment preferences); the role of preschool teachers, and the role of other service providers, such as healthcare professionals. Data triangulation singled out seven groups of distal environmental factors: beliefs of extended family; family cultural, ethnic and linguistic background; family socio-economic characteristics (occupation and education level); Swedish formal support system enacted through various legislative acts; international laws and regulations; information sources (mass media and social media), and conceptualization and clinical definition of ASD (as reflected in DSM and ICD classifications). Findings also highlight the importance of taking into consideration of role of ASD researchers as an additional distal environmental factor affecting implementation of interventions and services for culturally and linguistically diverse children with ASD and their families.The results of the studies provide insights into understanding of families’ belief systems about ASD causes, treatment preferences, and needs that are essential for planning and provision of family-level early interventions for children with ASD in the cultural context of Sweden. Implications for practice and future research are discussed.
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| 2. |
- Baraldi, Erika, 1982-
(författare)
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An Interaction-Based Early Intervention During the First Year of Life : Targeting Infants Born Extremely Preterm and Their Parents
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The first thousand days from conception are crucial for future learning and development throughout life. During the infant year, several sensitive periods for sensorimotor, cognitive and social development coincide, making the period particularly suitable for early intervention (EI). From a special educational perspective, the social and physical environment of a child may either support or hinder future growth. Optimal early learning environments include environmental enrichment, reduced toxic stress and strengths-based support of parent-child interaction.Being born extremely preterm (EPT <28 gestational weeks) is a biological risk factor, increasing the risk for future disability, academic difficulties and social challenges. The parents are also negatively affected by prematurity. Sweden offers highly specialized neonatal care from 22 GW, resulting in a new population of surviving children.The aim of this thesis is to evaluate an interaction-based and strengths-based EI for infants born EPT and their parents in a Swedish context. The Stockholm Preterm Interaction-Based Intervention (SPIBI) consists of 10 home visits led by a trained interventionist during the first year at home, focusing on parent-child interaction, family strengths and reduction of toxic stress. The control group received an extended treatment as usual follow-up program (TAU+). The thesis has a mixed methods design and includes three studies.Study I presents the protocol, including a description of the planning, formulation, theoretical background, theory of change, interventionist training, recruitment, randomization and implementation of the SPIBI. Study II reports the primary outcome of the RCT (N=130, intervention=66 vs. controls=64) and their parents regarding parent-child interaction as measured with the Emotional Availability Scale (EAS) at 12 months corrected age (CA). The EAS consists of the six dimensions: sensitivity, structuring, non-intrusiveness, non-hostility, child responsiveness and child involvement. No significant effect of the EAS at 12 months CA related to the SPIBI was found. In the secondary analysis, analysis of covariances for all EAS dimensions were tested with predefined medical, social, and psychological moderators. The model with the best fit was one for the EAS dimension child involvement (adj R2=.463). A significant effect modifier shows that the SPIBI enhances child involvement in families where the mothers rate themselves as depressed at discharge (F(1, 65)=5.499, p=.023).The parental experience during the first year at home with or without the SPIBI was qualitatively analyzed and reported in Study III (n=17). The results showed that child-related medical concerns were still present a year post-discharge, and that the premature birth experience still affected the parental inner state and family dynamics. Parents in the intervention group (n=8) also pointed out the security the knowledgeable interventionists gave them, while some parents described the SPIBI as important but not necessary.Overall, this thesis adds to the understanding of the first year at home with a child born EPT. An interaction-based intervention in the home environment is feasible in Sweden. It is possible to unite different professions in an EI in a special educational context. The tested intervention does not affect the emotional availability at 1 year CA, but findings from secondary analyses prompt further research on specific subgroups, particularly families with depressed mothers.
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| 3. |
- Dahlin, Karin I. E., 1945-
(författare)
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Does It Pay to Practice? : A Quasi-Experimental Study on Working Memory Training and Its Effects on Reading and Basic Number Skills
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is based on results from an intervention study targeting working memory training. A group of 46 boys and 11 girls (aged 10.7) that were attending special units in 16 regular schools participated in the study. The treatment group (n = 42) trained at school every day for 30-40 minutes with an interactive computer program (Cogmed training) for five weeks. The performances of the treatment group on reading related measures and basic number skills are compared to those of a group of students (n =15) that were attending similar special units and received only ordinary special educational instruction. Working memory measures and non-verbal problem solving were compared to students (n = 25) in a control group from a previous study.In Study I, it was found that reading comprehension and working memory measures correlated and improved at post-tests (T2, T3) for the treatment group to a larger extent than for the comparison group.In Study II, it was found that working memory measures and basic number skills were highly related. The performance of the boys in the treatment group improved more than that of the boys in the comparison group on basic number test at both post-tests.In Study III, basic skills assessed three years later (T4) are reported. The treatment group achieved higher scores in reading comprehension compared to pre-tests and compared to the control group.The treatment group seems to have gained from the cognitive training of working memory with the computer assisted program directly after training, after seven months and at the three year follow-up. The gains were observed on visuo-spatial working memory measure (T2, T3), reading comprehension and on basic number skills in boys (T2, T3, T4).The possible mechanisms that may be involved in and may explain the observed improvements of performances are discussed: executive function, attention, memory, motivation, emotions. The study has some methodological limitations and more research is needed to substantiate the efficacy of the program.
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| 4. |
- Ramberg, Joacim, 1977-
(författare)
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Special Education in Swedish Upper Secondary Schools : Resources, Ability Grouping and Organisation
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation aims to examine some aspects of special education in Swedish upper secondary schools. The availability of special education resources, the occurrence of ability grouping and the organisational modalities of special education support are investigated. The further aim of the thesis is to discuss how these phenomena can be understood on the basis of democratic educational theories and theories of social educational justice.The study describes how special education support was organised in 764 upper secondary schools in Sweden in the academic school year 2010/2011, with a response rate of 80.4% (n=764). The design of the study is a cross-sectional total population survey, where data have been collected by way of questionnaires and supplemented with public statistics.The results of the study show that about 37.5% of upper secondary schools lack special education resources in terms of special educators or special education teachers. Special education support is not provided in 68% of the independent schools compared with 10% of the public schools. This uneven balance between public and independent schools can be interpreted to be a threat to an equivalent and democratic school, since students in need of special support do not have the same opportunities to receive such support in all schools. Furthermore, schools with a higher average parental educational background have shown higher availability of special education resources. It seems that students with parents who have higher educational backgrounds have to a greater extent access to special education resources.Ability grouping is used in about 43% of the schools. It is most commonly used within foundation subjects, particularly in Mathematics. The schools that use ability grouping to a very large extent have lower and more varied merit rating values and greater availability of special education resources.Special education support is primarily provided outside the students’ regular teaching groups. This is also the case with support provided by other school staff: indeed, 87% of the schools report that the majority of special education support is provided outside the students’ regular teaching groups. This can be understood as a way to organise special support in which heterogeneity and pluralism are not considered important. Based on democratic theories, the support provided outside the regular teaching group might be a risk to the creation of a democratic school where all students are given opportunities to meet and interact. Overall, the results from this thesis show that special education resources are unevenly distributed among independent and public schools; that 43% of the schools use ability grouping; and that special support is primarily provided outside the students’ regular teaching groups.
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| 5. |
- Riad, Rasmus, 1989-
(författare)
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Exploring language skills and well-being in inclusive preschools : The impact of a dialogic reading intervention
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Language skills during the preschool years are important for cognitive and social development, learning, and well-being, especially for children that are less proficient in the language that peers and teachers use for communication and teaching, known as the majority language. The overall aim of this thesis is to explore the effect of a practice-embedded introduction of dialogic reading in preschool, a method that engages children in conversation, using language-promoting strategies. Teachers performed dialogic reading for 85 five-year-old children in preschools. Children's linguistic progress was observed, while also recording their self-reported state of well-being. Based on the theme of language and well-being in early education, three studies were conducted. In Study I, a British well-being measure for young students, “How I Feel About My School (HIFAMS),” was translated, validated, and assessed for psychometric properties. In total, N = 228 children self-reported their well-being in early education. Study I included a combined sample of school-aged children (n = 143) and a preschool sample (n = 85), where the latter also participated in Study II and Study III. Study I confirmed a one-factor structure of HIFMAS in a confirmatory factor analysis with good model fit. The results showed that the HIFAMS can be used in Sweden to measure child well-being in preschool and early school years.In Study II, structural equation modeling was used to examine the relationship between language skills and self-reported well-being among preschoolers (N = 85). The assessment of language skills comprised both narrative and vocabulary abilities, while well-being was measured by HIFAMS. Language background (home language exposure) and gender were examined in relation to language abilities and well-being. Study II discovered no association between language skills and well-being. Children with a non-Swedish language use at home (additional language learners) displayed similar narrative skills but had less vocabulary. The results of Study II align with previous research, highlighting the significance of extensive language exposure for children whose home language differs from the language encountered in preschool.In Study III, language development and child well-being were analyzed after a dialogic reading intervention. Ten preschool teachers delivered the intervention in small groups (four to eight children). The teachers performed the dialogic reading during two periods, and the children at each preschool were randomized to attend direct (group A) or delayed intervention (group B). The outcome measures were the same as in Study II and assessed pre-, mid-, and post-intervention. Study III showed that children improved their language skills after engaging in a dialogic reading intervention, with improvements regardless of language background. The well-being remained steady during the course of the trial. Taken together, the results of these three studies indicate that language development in terms of vocabulary can be promoted by dialogic reading, and children that are additional language learners show a similar progression as their peers. Furthermore, these studies show that self-reported well-being can be measured in the early education context and that children’s self-perceived well-being in preschool was not associated with early language skills. The implications of these studies and the significance of the results for educational practice are addressed.
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| 6. |
- Ekesryd Nordström, Malin, 1971-
(författare)
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Särskild begåvning i en förskola och skola för alla
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Based on four articles, this compilation thesis analyses different actors’ constructions of giftedness and ideas about meeting gifted children’s needs in preschool and early childhood educational settings. Previous research has highlighted gifted children’s need for early educational adaptations and support for their continued development and maintained desire for learning. Because children’s early educational experiences influence their continued cognitive, social and emotional development, constructions of giftedness at different societal levels surrounding the child were important to explore. Questions addressed included how pre- school personnel, principals and parents of gifted children talk about giftedness, how the construction of giftedness changes over time in Swedish daily press, and what meanings talk about giftedness have for gifted children’s provided education in preschool and school. The theoretical framework underpinning the entire thesis is social constructivism. In addition, special educational perspectives, Bronfenbrenner’s ecological systems theory model, and discourse analysis were used to analyse the respondents’ understandings. Empirically, the thesis is based on material collected in four studies conducted between 2019-2021. These include an on-line questionnaire to preschool personnel (n=78), interviews with preschool teachers (10) and principals (5), interviews with parents (16), and an overview of Swedish newspaper articles about giftedness (n=72). Results show that constructions of giftedness create tensions by generating diverse ideas about the offered teaching in practice, alongside different views of hindering factors for providing an adequate education, organizational thresholds or lack of education about giftedness. Dilemmas included planning an education that meet the needs of all – as well as individual children’s needs. Another dilemma was naming someone gifted in a strong tradition of an egalitarian education. How preschool staff, principals, parents and newspaper debates construct giftedness is vital for making conscious choices and treatment of giftedness in a preschool and school for all.
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| 7. |
- Herkner, Birgitta, 1951-
(författare)
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Studier av läsrelaterade språkliga förmågor i förskola och läsutveckling i grundskola
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this doctoral thesis was to explore relationships that impact language development, and how reading ability develops during the compulsory school years. The thesis includes four studies, study I (licentiate thesis), with students from grades 2–5, from 24 classrooms (N = 428), study II examined whether the National test (NP) was able to identify students with word decoding problems from a sample of third graders from study I (n= 112). In study III a small number of students (n = 8) from Study II were followed-up to the ninth grade. The students’ and their parents’ perception of special education support is described.In Study IV the correlation between socioeconomic status (SES) and language development was examined in preschool children (N= 231) from three municipalities in the middle of Sweden. Furthermore, the language ability among these preschool boys and girls is described. Students’ language abilities are examined in these four studies, where the participants are students in preschool (N= 231), and compulsory school (N=428).The results indicated that the student’s reading profiles (the correlation between phonological decoding and reading ability) based on Simple View of Reading showed difficulties in reading ability for students in the fourth grade to a larger extent than in the third grade. National tests (NP) in Swedish for the third grade do not identify students with decoding difficulties.The students that had difficulties with decoding in the third grade also had difficulties with decoding in the ninth grade and scored low on all reading and writing tests. In interviews with parents and students, the respondents described that the students did not engage in leisure reading in their free time and that when they did, they read using their computer or their mobile phone. The respondents also described school experiences where special education support had been provided too late, and to an unsatisfactory extent. Between the fourth and sixth grade, special support was provided as reading in a small group, and between the seventh and ninth grade, special support was provided from a paraprofessional; receiving support from a special educational needs teacher was uncommon. Study IV does not indicate differences between preschool boys’ and girls’ results on tests in language abilities, letter knowledge, and rapid automatized naming. Children from areas with lower SES performed worse on the language tests than children from areas with higher SES. The results from these studies indicate the importance of early language interventions for preschool children in areas with low SES. Taken together, the studies indicate that the early identification of children with delays in language abilities is feasible in preschool, as well as the early identification of children with difficulties with decoding in primary school. The follow-up suggests that without early and effective interventions the difficulties may last for the following school years, and may affect negatively the students’ educational achievement.
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| 8. |
- Lundqvist, Johanna, 1975-
(författare)
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Educational pathways and transitions in the early school years : Special educational needs, support provisions and inclusive education
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this research is to describe and analyse the educational pathways from preschool to school of a group of children with and without special educational needs. The aim is also to describe and analyse children’s views and experiences of early years education, and how these can be obtained.The research comprises six studies that are presented in four articles and two conference papers. Longitudinal and multiple-case study designs, and mixed method approaches are adopted in the empirical studies, and the data is collected via observations, a questionnaire, documents, conversations and interviews with staff, children’s drawings and interviews with children.The results from the empirical studies show a variation of pathways to compulsory education; changes in activities and relationships in the transitions; a variation in preschool quality; a broad conceptualising of special educational needs; an application of comprehensive or specialised typologies in the educational settings; an undecided and cautious attitude toward inclusive education; an allocation of generous resources to specialised and segregated programmes; and a diversity of support provisions. The children report more positive than negative experiences of their early school years and pinpoint the importance of having a sense of belonging among peers; opportunities for creative play and thinking; experiences of speed, excitement and physical challenges; elements of cosiness, withdrawals and comfort for recreation; experiences of growth in knowledge and understanding of the world; feeling safe; feeling free and autonomous; and preventing homesickness in order to thrive.The results of the literature review are that the researchers may obtain data from children with and without special educational needs by means of traditional and innovative data collection methods. For broadening participation and sharing of views, the researchers may offer relational and material support.The thesis has relevance for researchers in the field of special education, inclusive education and early childhood education and care. It has also relevance for teacher training, policy makers and stakeholders, school heads, teachers and families.
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| 9. |
- Olsson, Maria, 1961-
(författare)
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Lärares ledarskap som möjliggörande och begränsande i mötet med ’alla’ barn : En deltagarorienterad studie
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities.The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon.In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support.The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.
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| 10. |
- Rosendahl, Jenny, 1973-
(författare)
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Inflytande och delaktighet för unga vuxna som har intellektuell funktionsnedsättning : - i lokalsamhällets sociala arenor och demokratiska processer
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- To achieve citizenship, all citizens need to be able to make their voices heard. Policy and practice in the welfare society stress that all citizens should be included, but in reality, young adults who have intellectual disabilities (ID) are often excluded. The overall aim of the thesis was to study how young adults who have ID acquired citizenship. The specific aims were also to study how young adults who have ID experienced influence and participation in a municipality's leisure activities, cultural activities, and democratic processes. The theories used were theories of citizenship, participation, and situated learning. The study was conducted as participatory action research by seven co-researchers and staff. The action Influence Café was organized as a meeting place on three occasions. To support dialogues with the co-researchers, the method Talking Mats was used during the individual interviews, while during the focus group interviews, photographs were used. The co-researchers were seven young adults aged between 16 to 30 years of age who have ID. Five staff from the municipal organization constituted a project group. The co-researchers took part in two single interviews each, three focus group interviews, and three actions. The staff from the municipality took part in a focus group interview and a survey. Field notes were taken during the action process. The results showed that young adults who have ID experienced exclusion in leisure, culture, and democracy activities and had difficulties gaining influence as citizens. When staff from the municipality were given a method and the opportunity to reflect on involving young adults who have ID in decision making, a change in their attitudes towards a more inclusive direction could be achieved. Conversely, when young adults who have ID were allowed to express their thoughts, they experienced a sense of impact on the organization in the municipality. The results indicate that a shift needs to take place, away from the lack of knowledge and abilities of young adults who have ID, towards the knowledge deficits and normative beliefs of those around them. A conclusion that can be drawn from the study is that empowerment and the ability to influence society can be created if young adults who have ID are made visible and begin to be seen as a resource; and thereby they can be allowed to take their place as citizens.Young adults who have ID can participate as co-researchers if the right adaptations are made. To enable influence and participation for young adults who have ID in leisure, cultural, and democracy activities, staff need to have knowledge about prevailing norms, ID, and how an adaptation of activities can take place. The Influence Café method can contribute to increased influence and increased participation in municipal activities for young adults who have ID. The Talking Mats can be used as a method for interviews, but adaptations of the method need to be made based on the design of the study. In future research, more studies need to be based on the theory of situated learning where young adults who have an ID get the opportunity to cooperate with staff in focus on adaptation and knowledge building.
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