| 1. |
- Andersson, Anna-Lena, et al.
(författare)
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Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning
- 2017. - 1
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Ingår i: Barns övergångar. - Lund. - 9789144115481 ; , s. 151-167
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Bokkapitel (refereegranskat)abstract
- Barn som har intellektuell funktionsnedsättning kan få sin undervisning i grundskolan, men läsa enligt grundsärskolans läroplan. Hur är det att göra övergångar mellan olika skolformer och olika skolor för barn som har intellektuell funktionsnedsättning? Hur kan det se ut för dessa barn i förskola och skolan innan utredning inför mottagande i särskola, under utredning och efter utredning? Detta kapitel diskuterar just dessa frågor och presenterar tre föräldraberättelser om sina barns skoltid.
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| 2. |
- Wilder, Jenny, et al.
(författare)
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Specialpedagogik i pedagogiskt arbete
- 2022
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Ingår i: Specialpedagogik i pedagogiskt arbete. - Lund : Studentlitteratur. ; 1:1, s. 19-34
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
- 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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| 5. |
- Rosendahl, Jenny, 1973-, et al.
(författare)
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”They just listen but not well enough” : Participation and influence for young adults with intellectual disabilities, in municipal activities and democratic processes. A participatory action research study
- 2021
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Ingår i: JARID : Journal of applied research in intellectual disabilities. - : Wiley. - 1360-2322 .- 1468-3148. ; 34:5, s. 1290-1291
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Background: The aim of this research was to increase the influence and participation in the society for young people with intellectual disabilities.Method: Participatory action research together with young adults with ID as co-researchers. An action was added to try to find a method to let young people with ID affect and develop municipal leisure, culture and democratic activities. The co-researchers took part in two single interviews, three focus group interviews and three actions. Staff from the municipality took part in a focus group. A survey was answered by the municipal management. Results: The research team found adjustments for better adaptation of municipal activities. The co-researchers instructed staff from the municipality to become better in listen to young people with ID, and thereby has staff in the municipality gained increased knowledge about treatment and inclusion of young people with ID. Young people with ID received a higher level of influence and participation in the municipality.Conclusion: If staff in the municipality get opportunity to learn to meet and listen to young people with ID, young people with ID can contribute to the development of society in a more inclusive way. When young people with ID teach staff, better working methods and municipal activities for young people with ID materializes.
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| 8. |
- Allodi Westling, Mara, 1959-, et al.
(författare)
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Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context
- 2019
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Ingår i: Research to Practice in Early Intervention.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.
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| 9. |
- Andersson, Anna-Lena, et al.
(författare)
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Parents’ perspectives on pedagogical transitions and educational situations of students with mild intellectual disability
- 2021
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Konferensbidrag (refereegranskat)abstract
- Abstract titleParents’ perspectives on pedagogical transitions and educational situations of students with MIDIntroduction: The goal of the Swedish educational system is to offer all students a meaningful and equal education in an inclusive classroom environment. At the same time there are parallel school systems in Sweden, comprised by the Compulsory School for Students with Intellectual Disability (CSSID) and Compulsory School (CS).Aim: The aim of this study was to explore parents’ perspectives about their children’s pedagogical transitions and educational situation over time.Method: The data constitutes of six interviews with parents of students with mild intellectual disability (MID). All interviews were inductively analyzed using thematic analysis.Results: Three master themes were summarised: 1) Uncertainty and worries, 2) Process and interactions, and 3) The novel situation.Implications: The transition from CS to CSSID requires a readjustment for parents and they express the need for support from professionals in these transitions. The change for the children could be to meet new knowledge requirements and for parents to find new forms of interaction between home and school. For children and parents the ability to face change was made visible, for example, trust in teachers was affected. In order to create a functioning everyday life, actors at different levels need to collaborate.
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