| 1. |
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| 2. |
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| 3. |
- 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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| 4. |
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| 5. |
- Dehlin, Eva, et al.
(författare)
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Nio förstelärares arbete i grundsärskola och gymnasiesärskola : resultat från en forskningscirkel
- 2017
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Forskningscirkeln har genomförts tillsammans med nio förstelärare från två kommuner som arbetar inom grundsärskola och gymnasiesärskola. Inom ramen forskningscirkeln har de drivit utvecklingsprojekt under läsåret 2016/2017. Grundsärskola och gymnasiesärskola utgör arenan för deltagarna i forskningscirkeln och de nio förstelärarna har drivit egna utvecklingsprojekt inom sina respektive verksamheter. Trots att de nio förstelärarna arbetar på olika stadier, med olika elevgrupper och utifrån olika förutsättningar samlades de kring några centrala teman. I de olika utvecklingsprojekten har skolutveckling utifrån elevernas delaktighet och inflytande, bedömning för lärande, elevhälsa, kommunikation och kollegialt lärande stått i förgrunden.
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| 6. |
-
Nio förstelärares arbete i grundsärskola och gymnasiesärskola : resultat från en forskningscirkel
- 2017
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Forskningscirkeln har genomförts tillsammans med nio förstelärare från två kommuner som arbetar inom grundsärskola och gymnasiesärskola. Inom ramen forskningscirkeln har de drivit utvecklingsprojekt under läsåret 2016/2017.Grundsärskola och gymnasiesärskola utgör arenan för deltagarna i forskningscirkeln och de nio förstelärarna har drivit egna utvecklingsprojekt inom sina respektive verksamheter. Trots att de nio förstelärarna arbetar på olika stadier, med olika elevgrupper och utifrån olika förutsättningar samlades de kring några centrala teman. I de olika utvecklingsprojekten har skolutveckling utifrån elevernas delaktighet och inflytande, bedömning för lärande, elevhälsa, kommunikation och kollegialt lärande stått i förgrunden.
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| 7. |
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| 8. |
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| 9. |
- Anderson, Lotta, et al.
(författare)
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Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden
- 2017
-
Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 75:6, s. 508-524
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals’ work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students' abilities in different subject. The data in this study are based on teams’ written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children’s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective. Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time.
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| 10. |
- Anderson, Lotta, et al.
(författare)
-
Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden
- 2017
-
Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 75:6, s. 508-524
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med denna studie är att analysera lärares och elevassistenters arbete och reflektioner kring bedömningar för lärande i en svensk grundsärskola. Forskning har visat att bedömning för lärande är ett kraftfullt verktyg för att förbättra studieresultat. De teoretiska perspektiven diskuterar begrepp som lärande och samarbete. Studien faller inom ramen deltagande design; forskarna följde fyra team, totalt 20 lärare och elevassistenters arbete genom videoobservation, diskussioner, feedback och föreläsningar om bedömning. Teamen dokumenterade klassrumsundervisning och bedömning av elevernas förmågor i olika ämnen. Empirin i denna studie är baserade på teamens skriftliga texter. Texten analyseras med hjälp av en kvalitativ innehållsanalys och bidrar till forskning om formativ bedömning genom att inkludera lärare såväl som elevassistenter. Resultat visar att båda professionerna har utvecklat sin pedagogiska filosofi och förmåga att ge eleverna feedback, vilket kommer att ge stöd i deras inlärning. Resultaten belyser också diskussionen mellan inlärning och omsorg, vad gäller lärare och elevassistenters uppdrag. En utmaning för teamen är att förena elevernas vårdbehov med läroplanens kunskapskrav och se till att de lär sig inom ett holistiskt perspektiv. Undervisning och utvärdering av elever med omfattande inlärningssvårigheter och i behov av alternativ kommunikation är en annan utmaning för teamen samt medvetenhet om att förändringsprocesser tar tid.
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| 11. |
- Anderson, Lotta, et al.
(författare)
-
Professional development in assessment for learning (AfL) for students with developmental disabilities
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This article draft draws on an ongoing project in a school in Malmö. The project is a collaboration between Daniel Östlund, Ph D., and senior lecturer at Kristianstad University and Lotta Anderson, Ph D. and senior lecturer at Malmö University. The plan is for us to write the article together during the fall/winter. The project started in April 2014 and we are finishing the project in December 2015. We have been working with the teachers and paraprofessionals to develop their teaching and formative assessment skills over two semesters (fall 2014 and spring 2015). This fall we are evaluating the project together with the participants and they are also going to write articles about their work in the project, which will become an anthology. Overall Abstract This study reports on a research and development project in a Swedish primary school with seven self-contained classes for pupils with developmental disabilities alongside 6 additional classes of students without disabilities. In recent decades there has been movement towards more collaborative ways to develop pedagogical practice in Swedish schools and this project draws on collaboration between the special teachers and paraprofessionals in this school and, the municipality and researchers from two universities (Kristianstad university and Malmö University). The aim of the project was to contribute to the teachers’ and the paraprofessionals’ professional development in the field of assessment for learning (AfL) with the goal of improving students’ achievements. Research by Black & Wiliam (1998) and Hattie (2008) has shown that assessment for learning (AfL)/formative assessment is a powerful tool for improving students’ achievements, but there is not much research conducted with regard to students with developmental disabilities. This research and development project can hopefully contribute new knowledge to this field. The data include observations, interviews, group discussions and documents produced in the project and were collected in a Swedish primary school over a period of 12 months. Analytically, the paper is inspired by Biestas (2010) ideas of education and the model in which Biesta refers to three functions of education: (1) qualification, which involves providing participants with knowledge, (2) socialization, which is concerned with integrating individuals into existing social, cultural and political orders through the transmission of norms and values; and (3) subjectivation, which concerns the process of individuation, or becoming a free agents of action, responsibility and independence. Preliminary results indicate that both teachers and paraprofessionals have developed their educational philosophy and have developed the ability to give students feedback that helps them to improve their learning. From a student perspective, because of the professionals' changed ways of giving feedback and informing the students about their achievements, the students have become more engaged and involved in their own learning and have become more aware of the educational goals they are working towards and the strategies for “how to get there”. The project has also been using peer feedback developed with the support of the use of Ipads and smartboards as tools to give the student opportunities to reflect on their own and their peers' learning by watching videotaped lessons.
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| 12. |
- Anderson, Lotta, et al.
(författare)
-
Special needs teachers’ assignments and work in special schools for students with intellectual disability in Sweden
- 2019
-
Ingår i: Book of abstracts, Nordic Network for Disability research (NNDR) Inclusion and exclusion in the wefare society 8-10 march in Copenhagen, Denmark.
-
Konferensbidrag (refereegranskat)abstract
- Special needs teacher (SNT) in special school for students with intellectual disability (ID) is a new profession, which has not been explored to greater extent and therefore it is important to highlight their professional role. The aim was to analyze what characterizes the SNTs work and assignments and what collaborations they engage in inside and outside the special school. Changes made to the policy document of the National Agency of Education 2011 and set new demands on SNTs, with stronger focus on skill assessment and improving the academic performance of students with ID. International research has also noted a trend towards an increased focus on academic skills in the teaching of students with ID. To collect data of SNT’s perceptions about competence, school assignments and collaboration, a questionnaire was constructed. The study group consisted of 88 respondents with special needs teacher degrees from three universities in southern Sweden. Lipsky's concept (1980) 'street level bureauucracy' constitutes the theoretical framework. The results showed that most SNTs had long work experience from a special school for ID before they started the special needs training program. When SNTs describe their work and assignments, classroom education is in the forefront. Other assignments e.g., supervision or subjectdevelopment exist, but not to the same extent as classroom teaching. It is also common for SNTs to collaborate with professionals both inside and outside the special school. A significant difference exists in interaction between primary and upper secondary school, as they have a common principal. One conclusion that was drawn was that SNTs have many collaboration partners, possess many different skills, and most of them continue as class teachers after the special needs teacher’s degree.
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| 13. |
- Anderson, Lotta, et al.
(författare)
-
Special needs teachers’ assignments and work in special schools for students with intellectual disability in Sweden
- 2019
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Special needs teacher (SNT) in special school for students with intellectual disability (ID) is a new profession, which has not been explored to greater extent and therefore it is important to highlight their professional role. The aim was to analyze what characterizes the SNTs work and assignments and what collaborations they engage in inside and outside the special school. Changes made to the policy document of the National Agency of Education 2011 and set new demands on SNTs, with stronger focus on skill assessment and improving the academic performance of students with ID. International research has also noted a trend towards an increased focus on academic skills in the teaching of students with ID. To collect data of SNT’s perceptions about competence, school assignments and collaboration, a questionnaire was constructed. The study group consisted of 88 respondents with special needs teacher degrees from three universities in southern Sweden. Lipsky's concept (1980) 'street level bureauucracy' constitutes the theoretical framework. The results showed that most SNTs had long work experience from a special school for ID before they started the special needs training program. When SNTs describe their work and assignments, classroom education is in the forefront. Other assignments e.g., supervision or subjectdevelopment exist, but not to the same extent as classroom teaching. It is also common for SNTs to collaborate with professionals both inside and outside the special school. A significant difference exists in interaction between primary and upper secondary school, as they have a common principal. One conclusion that was drawn was that SNTs have many collaboration partners, possess many different skills, and most of them continue as class teachers after the special needs teacher’s degree.
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| 14. |
- Anderson, Lotta, et al.
(författare)
-
Speciallärare i särskolan : en profession i gränslandet mellan policy och praktik
- 2020
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Syftet är att analysera vad som kännetecknar speciallärare i särskolansarbete och uppdrag och vilken samverkan de bedriver inom ochutanför grund-och gymnasiesärskolan och vilka andra aktörer desamarbetar med. Efter det att Lgr 11 infördes finns ett utökat fokuspå akademiska färdigheter i särskolan, vilket ställer nya krav på lärarnaskompetens. Speciallärare med examen från tre universitet isödra Sverige deltog i enkätstudien. Resultaten visar att en majoritetav de svarande har lång erfarenhet innan de började sin utbildningtill speciallärare. De beskriver mötet med eleverna i klassrummetsom en viktig del av sitt arbete och uppdrag. Handledning eller ämnesutvecklingförekommer men inte i samma utsträckning somklassrumsundervisning. Samarbete med professionella utanförsärskolan är vanligt. En slutsats är att specialläraren har många samarbetspartners,besitter olika färdigheter och en majoritet fortsättersom klasslärare efter examen.
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| 15. |
- Anderson, Lotta, et al.
(författare)
-
Speciallärare i särskolan : en profession i gränslandet mellan policy och praktik
- 2020
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Syftet är att analysera vad som kännetecknar speciallärare i särskolansarbete och uppdrag och vilken samverkan de bedriver inom ochutanför grund-och gymnasiesärskolan och vilka andra aktörer desamarbetar med. Efter det att Lgr 11 infördes finns ett utökat fokuspå akademiska färdigheter i särskolan, vilket ställer nya krav på lärarnaskompetens. Speciallärare med examen från tre universitet isödra Sverige deltog i enkätstudien. Resultaten visar att en majoritetav de svarande har lång erfarenhet innan de började sin utbildningtill speciallärare. De beskriver mötet med eleverna i klassrummetsom en viktig del av sitt arbete och uppdrag. Handledning eller ämnesutvecklingförekommer men inte i samma utsträckning somklassrumsundervisning. Samarbete med professionella utanförsärskolan är vanligt. En slutsats är att specialläraren har många samarbetspartners,besitter olika färdigheter och en majoritet fortsättersom klasslärare efter examen.
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| 16. |
- Anderson, Lotta, et al.
(författare)
-
Swedish special needs teachers’ views on their work and collaborations in education for students with intellectual disabilities
- 2019
-
Ingår i: The New Educational Review. - : Institute of Education and Communication Research in Silesian University of Technology, Poland. - 1732-6729. ; 57:3, s. 225-235
-
Tidskriftsartikel (refereegranskat)abstract
- The aim is to analyze what characterizes the work of special needs teachers and what collaborations they engage in in schools for students with intellectual disability. Special needs teachers with degrees from three different universities in southern Sweden participated in the survey. The results show that a majority of the respondents had long experience before they started the special needs training program and they describe the direct encounters with students in the classroom as an important part of their work. Supervision and subject-development also exist, but not to the same extent as classroom teaching.
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| 17. |
- Anderson, Lotta, et al.
(författare)
-
Swedish Special Needs Teachers’ Views on their Work and Collaborations in Education for Students with Intellectual Disabilities
- 2019
-
Ingår i: The New Educational Review. - : Institute of Education and Communication Research in Silesian University of Technology, Poland. - 1732-6729. ; 57, s. 225-235
-
Tidskriftsartikel (refereegranskat)abstract
- The aim is to analyze what characterizes the work of special needs teachers and what collaborations they engage in in schools for students with intellectual disability. Special needs teachers with degrees from three different universities in southern Sweden participated in the survey. The results show that a majority of the respondents had long experience before they started the special needs training program and they describe the direct encounters with students in the classroom as an important part of their work. Supervision and subject-development also exist, but not to the same extent as classroom teaching
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| 18. |
- Andersson, Anna-Lena, et al.
(författare)
-
Inkludering och delaktighet i skolans arbete : perspektiv och betydelse
- 2023
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med denna artikel, i den sista delen av modulen, är att presentera perspektiv på delaktighet, integrering och inkludering avseende begreppens innebörd och konsekvenser. Fokus ligger på hur delaktighet och inkludering kan hanteras i det praktiska pedagogiska arbetet och på betydelsen av att skapa skolorganisatoriska förutsättningar för lärare, elevassistenter och personal som medverkar i undervisning och deras arbete med att stödja samtliga elevers kunskapsutveckling.
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| 19. |
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| 20. |
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| 21. |
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| 22. |
- Andersson, Helena, et al.
(författare)
-
Universal Design for Learning : svensk översättning textversion
- 2020
-
Annan publikation (populärvet., debatt m.m.)abstract
- The evolution of CAST’s UDL Guidelines has been a dynamic, collaborative, and developmental process. We shared the first version of the Guidelines—Version 1.0—in 2008. Since that time, we have collected and specifically solicited feedback from the field. This feedback, along with the expanding research in the areas of UDL, education, cognitive science, psychology, and neuroscience, has led us to develop different representations of the Guidelines over time. Each of these representations has a particular goal and traces our learning not only as an organization but as a field more broadly.Version 2.2 (2018)This latest version—Version 2.2—does not represent the “correct” version. Instead, we see this version as yet another representation to more fully explore and articulate the promise of UDL. We have made several structural changes to the graphic organizer to better support educators and other stakeholders who are new to UDL and to more clearly articulate the goal of UDL. About the Graphic Organizer describes these structural changes in more detail, while our FAQ may help answer questions you have about the UDL Guidelines and their relationship to the UDL framework.
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| 23. |
- Andersson, Helena, et al.
(författare)
-
Universal Design for Learning : svensk översättning textversion
- 2020
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- The evolution of CAST’s UDL Guidelines has been a dynamic, collaborative, and developmental process. We shared the first version of the Guidelines—Version 1.0—in 2008. Since that time, we have collected and specifically solicited feedback from the field. This feedback, along with the expanding research in the areas of UDL, education, cognitive science, psychology, and neuroscience, has led us to develop different representations of the Guidelines over time. Each of these representations has a particular goal and traces our learning not only as an organization but as a field more broadly. Version 2.2 (2018) This latest version—Version 2.2—does not represent the “correct” version. Instead, we see this version as yet another representation to more fully explore and articulate the promise of UDL. We have made several structural changes to the graphic organizer to better support educators and other stakeholders who are new to UDL and to more clearly articulate the goal of UDL. About the Graphic Organizer describes these structural changes in more detail, while our FAQ may help answer questions you have about the UDL Guidelines and their relationship to the UDL framework.
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| 24. |
- Aspelin, Jonas, et al.
(författare)
-
Hur kan studenters relationskompetens utvecklas med stöd av avatar-teknik?
- 2024
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- I föreliggande rapport presenteras ett kvalitetsprojekt som analyserar ett utbildningsmoment på speciallärarprogrammet och skissar på en modell för hur denna teknik kan tillämpas inom andra programområden för att utveckla studenters relationskompetens. Utbildningsväsendet står ständigt inför utmaningen att förnya och förbättra sina metoder för att bättre förbereda studenter för deras framtida yrkesroller. I detta sammanhang har användningen av avatarteknik visat sig vara ett lovande verktyg för att stärka pedagogisk relationskompetens. Genom virtuella simuleringar med avatarer kan vi skapa en autentisk och säker miljö där studenter kan öva och förbättra sina interpersonella färdigheter. Forskningen om pedagogisk relationskompetens har utvecklats avsevärt under de senaste två decennierna och utgör nu en omfattande kunskapsbas. Relationskompetens ses som en grundläggande pedagogisk förmåga vid sidan av didaktisk kompetens och ledarskapskompetens. Vid Högskolan Kristianstad (HKR) har forskningen särskilt fokuserat på att utforska innebörder av relationskompetens, hur pedagoger uppfattar kompetensen, vad de faktiskt gör för att bygga goda relationer med elever och andra samt hur kompetensen kan utvecklas. Tidigare har interventionsstudier vid HKR främst använt metoden videobaserad reflektion för att utveckla studenters relationskompetens. På senare år har även virtuella simuleringar med avatarer blivit en del av denna forskningsinriktning. Denna rapport är unik då den behandlar den första kursen vid HKR där virtuella simuleringar har använts för att träna lärarstudenters relationskompetens. Enligt en vidare definition av relationskompetens handlar det om lärarens förmåga att stödja, aktivera och motivera elever samt utveckla relationer baserade på respekt, tolerans och empati. Relations-kompetensmodellen (Relational Competence Model; RCM) ger en mer precis definition och innefattar tre huvudsakliga aspekter: kommunikativ kompetens, differentieringskompetens och socio-emotionell kompetens. Modellen, som var en viktig tolkningsram i kursen, ser relationskompetens primärt som en interpersonell förmåga som rör den professionelles samspel med andra. Rapporten har två huvudsyften. Det första, som behandlas i resultatavsnittet, är att analysera utbildningsmomentet där avatarteknik användes. Det andra syftet är att skissera en modell för hur avatarteknik kan användas för att utveckla relationskompetens. Modellen, som återfinns i kapitel 5, baseras på slutsatser från intervjustudien samt andra iakttagelser och erfarenheter från kursen. En förhoppning är att rapporten inte bara bidrar till den akademiska diskussionen om relationskompetens utan också ger praktisk vägledning för programområden som överväger att implementera avatarteknik i sina program. En annan förhoppning är att de insikter och den modell som presenteras här kommer att inspirera till vidare forskning och utveckling inom detta viktiga område.
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| 25. |
- Aspelin, Jonas, 1964-, et al.
(författare)
-
'It means everything' : special educators perceptions' of relationships and relational competence
- 2021
-
Ingår i: European Journal of Special Needs Education. - 0885-6257 .- 1469-591X. ; 36:5, s. 671-685
-
Tidskriftsartikel (refereegranskat)abstract
- A compelling body of international research demonstrates that a positive, supportive teacher-student relationship is essential for students’ development, especially for at-risk students. In this article, the educator’s ability to build such relationships is discussed in terms of ‘relational competence’. Special educators’ relational competence is a largely unexplored topic. This article contributes by reporting on an interview study with 21 experienced special educators. The study focuses on the educators’ perceptions of their relationships and relational competence. Two research questions (RQs) are explored: (1) What is the role of social relationships in (successful) work as a special educator? and (2) How is the relational competence of special educators realised in practice? The results are presented in themes and subthemes, and are supported by significant quotes. Regarding RQ 1, the study shows that the informants perceive positive social relationships as fundamental in their work and relational competence as particularly important in their profession. The results for RQ 2 show that relational competence is realised by an accepting attitude in the ‘here and now’; by finding a personal connection to the student; and by building trusting relationships over a longer period of time. Comments on implications for special education teacher preparation are provided.
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| 26. |
- Aspelin, Jonas, et al.
(författare)
-
'It means everything' : special educators perceptions' of relationships and relational competence
- 2021
-
Ingår i: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X. ; 36:5, s. 671-685
-
Tidskriftsartikel (refereegranskat)abstract
- A compelling body of international research demonstrates that a positive, supportive teacher-student relationship is essential for students’ development, especially for at-risk students. In this article, the educator’s ability to build such relationships is discussed in terms of ‘relational competence’. Special educators’ relational competence is a largely unexplored topic. This article contributes by reporting on an interview study with 21 experienced special educators. The study focuses on the educators’ perceptions of their relationships and relational competence. Two research questions (RQs) are explored: (1) What is the role of social relationships in (successful) work as a special educator? and (2) How is the relational competence of special educators realised in practice? The results are presented in themes and subthemes, and are supported by significant quotes. Regarding RQ 1, the study shows that the informants perceive positive social relationships as fundamental in their work and relational competence as particularly important in their profession. The results for RQ 2 show that relational competence is realised by an accepting attitude in the ‘here and now’; by finding a personal connection to the student; and by building trusting relationships over a longer period of time. Comments on implications for special education teacher preparation are provided.
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| 27. |
- Aspelin, Jonas, 1964-, et al.
(författare)
-
Pre-service special educators’ understandings of relational competence
- 2021
-
Ingår i: Frontiers in education: teacher education. - 2504-284X. ; 6, s. 1-12
-
Tidskriftsartikel (refereegranskat)abstract
- Research demonstrates that the teacher-student relationship is essential for students with special educational needs. This article investigates how pre-service special educators (n = 74) perceive teachers’ relational competence, as manifested in their relations with students exhibiting behavioral difficulties. The data comprises educators’ written analyses of teacher-student interactions simulated through digital video, both before and after being provided with explicit criteria on teachers’ relational competence. The findings reveal a change in the educators’ perceptions as they shift from a focus on teaching strategies and the learning environment toward an awareness of teacher-student interaction, and from the teacher’s management of problematic student behavior toward an acknowledgment of the communicative and socio-emotional challenges in contexts involving students with different needs.
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| 28. |
- Aspelin, Jonas, et al.
(författare)
-
Pre-service special educators’ understandings of relational competence
- 2021
-
Ingår i: Frontiers in education: teacher education. - : Frontiers Media SA. ; 6, s. 1-12
-
Tidskriftsartikel (refereegranskat)abstract
- Research demonstrates that the teacher-student relationship is essential for students with special educational needs. This article investigates how pre-service special educators (n = 74) perceive teachers’ relational competence, as manifested in their relations with students exhibiting behavioral difficulties. The data comprises educators’ written analyses of teacher-student interactions simulated through digital video, both before and after being provided with explicit criteria on teachers’ relational competence. The findings reveal a change in the educators’ perceptions as they shift from a focus on teaching strategies and the learning environment toward an awareness of teacher-student interaction, and from the teacher’s management of problematic student behavior toward an acknowledgment of the communicative and socio-emotional challenges in contexts involving students with different needs.
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| 29. |
- Aspelin, Jonas, et al.
(författare)
-
Preservice special educators' relational competence in virtual simulations with avatars
- 2024
-
Ingår i: Teacher Educator. - : Taylor and Francis Ltd.. - 0887-8730 .- 1938-8101.
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that relational competence is essential in teacher education, including special education teacher training. It also shows that virtual simulations using avatars are useful for developing teacher competencies. However, there is a research gap regarding how virtual simulations can be utilized to develop relational competences. The present study has two purposes: (1) to explore preservice special educators’ (PSEs) relational competence in an avatar context, and (2) to delineate research-based guidelines for using avatars to enhance relational competence. The data comprise video observations of virtual simulations and interviews with PSEs. The results show that PSEs perceive relational competence as a pedagogical approach and, mainly, as an organization of interaction. Furthermore, relational competence is manifested by different degrees of communication attunement. The guidelines suggest that teacher educators should direct PSEs toward the pedagogical approach and a high degree of attunement. Overall, avatar simulations are useful for training teachers in relational competence.
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| 30. |
- Aspelin, Jonas, 1964-, et al.
(författare)
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Relationskompetens i specialpedagogiska utbildningar : hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige?
- 2020
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :2, s. 117-142
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second study shows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.
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| 31. |
- Aspelin, Jonas, et al.
(författare)
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Relationskompetens i specialpedagogiska utbildningar : hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige?
- 2020
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Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :2, s. 117-142
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second studyshows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.
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| 32. |
- Aspelin, Jonas, et al.
(författare)
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Speciallärares och specialpedagogers relationskompetens i arbete med elevers kamratrelationer och med relationer till elevernas föräldrar
- 2024
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Ingår i: Utbildning & Lärande. - 2001-4554. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that educators’ capability to build positive and supportive relationships is critical for educational success, particularly for at-risk students. The purpose of this article is to discuss how special educators – “speciallärare” (SL) and “specialpedagoger” (SP) – perceive relational competence working with their students’ peer relationships and with the students’ parents. The article presents an interview study of 21 experienced SL and SP. The findings indicate that SL and SP perceive relational competence as an extensive, complex, and advanced work involving short- and long-term dimensions, formal and informal social situations, and with instrumental and immanent purposes. Overall, SL and SP highlight relational competence through cooperation in which the other party is directly involved. Moreover, the thematic analysis shows that SL and SP perceive relational competence regarding peer relationships as manifested through (i) “social training”, which is carried out spontaneously and by arrangement, and (ii) “relational mediation”, which has a direct or an indirect form. In relation to students’ parents, SL and SP perceive relational competence as manifested in direct interaction, which includes two aspects: (i) “guidance” and (ii) “confirmation”. The article suggests that relational competence, as seen from the perspectives of SP and SL, can be understood in terms of method and encounters, dimensions that are important to notice in special education teacher training, as well as in further research.
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| 33. |
- Backman, Linda, et al.
(författare)
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Monthlong Intubated Patient with Life-Threatening COVID-19 and Cerebral Microbleeds Suffers Only Mild Cognitive Sequelae at 8-Month Follow-up : A Case Report
- 2022
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Ingår i: Archives of clinical neuropsychology. - : Oxford University Press (OUP). - 0887-6177 .- 1873-5843. ; 37:2, s. 531-543
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To elaborate on possible cognitive sequelae related to COVID-19, associated cerebrovascular injuries as well as the general consequences from intensive care. COVID-19 is known to have several, serious CNS-related consequences, but neuropsychological studies of severe COVID-19 are still rare.Methods: M., a 45-year-old man, who survived a severe COVID-19 disease course including Acute Respiratory Distress Syndrome (ARDS), cerebral microbleeds, and 35 days of mechanical ventilation, is described. We elaborate on M’s recovery and rehabilitation process from onset to the 8-month follow-up. The cognitive functions were evaluated with a comprehensive screening battery at 4 weeks after extubation and at the 8-month follow-up.Results: Following extubation, M. was delirious, reported visual hallucinations, and had severe sleeping difficulties. At about 3 months after COVID-19 onset, M. showed mild to moderate deficits on tests measuring processing speed, working memory, and attention. At assessments at 8 months, M. performed better, with results above average on tests measuring learning, memory, word fluency, and visuospatial functions. Minor deficits were still found regarding logical reasoning, attention, executive functioning, and processing speed. There were no lingering psychiatric symptoms. While M. had returned to a part-time job, he was not able to resume previous work-tasks.Conclusion: This case-study demonstrates possible cognitive deficits after severe COVID-19 and emphasizes the need of a neuropsychological follow-up, with tests sensitive to minor deficits. The main findings of this report provide some support that the long-term prognosis for cognition in severe COVID-19 may be hopeful.
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| 34. |
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| 35. |
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| 36. |
- Bagger, Anette, 1974-, et al.
(författare)
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Inclusion Seen Through The Fabrication Of The Disabled Child In Policy Documents
- 2021
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Ingår i: ISCHE 42 - Looking from Above and Below: Rethinking the Social in the History of Education. - : International Standing Conference for the History of Education (ISCHE), Berlin / School of Humanities, Education and Social Sciences, Örebro University. ; , s. 37-38
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 37. |
- Bagger, Anette, et al.
(författare)
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Inclusion Seen Through The Fabrication Of The Disabled Child In Policy Documents
- 2021
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Inclusion is in public debate put in the fore as hindering learning of non-disabled students, who should not be hindered to evolve and improve. A tension exists between who is fabricated as the learner and the social epistemology of what inclusion means, and this seems to be connected to ability and disability. The question is, how this can be understood historically and concerning children with disabilities. A perspective that highly emphasizes ability expectations and the evolving of individuals, can be labeled a transhuman perspective. This has been criticized by Brossard Børhaug & Reindal (2018) who call for a revisiting of inclusion as a ethical responsibility in which the individuals equity, quality of life and agency in their lives at large, are core. This paper investigates historical aspects of the social epistemology of inclusion and the fabrication of the child with intellectual disabilities (ID) during the 20th century. We claim that the fabrication and the social epistemology constitute and re-create each other. We draw on Popkewitzs (2012) theories on our exploration of how the child with ID has been fabricated over time and how this relates to the current social epistemology of inclusion. By social epistemology we refer to the systems of categories that affects how we understand, relate to and approach thoughts and theories of knowledge, and in this case knowledge about inclusion. This system of concepts and categories which are used to understand and construct the world, becomes undreflected and normalised over time and is therefore important to systematically scrutinize (Popkewitz, 2014). Fabricatio n refers to how policy documents inscribe prerequisites, terms and possibilities concerning the children with ID and by that also state motives, values, assumptions and what is taken for granted about who that child is and could be (Popkewitz, 2012). “A school for all” has been an education goal for the past 70 years in Sweden and inclusion has been in the school policy since 1980s. Nevertheless, the intention of an inclusive school has not yet reached far enough to include children with intellectual disabi lities (ID), who follow an alternate curricula of the compulsory school for students with disabilities (CSSID). In many cases, they are fabricated as living their future life in the margins. A study following up on 12,269 students with ID showed that 47% p articipated in daily activities; 22.4% were employed, most of them with some type of wage subsidy; 6.6% participated in various forms of education programs; and a large group (24%) was described as being “elsewhere” (Arvidsson, 2016). From an inclusive edu cation perspective, these results indicates the CSSID and the overall fabrication of this kind of child prepares them for a life in the margins rather than preparing them for a life in an included society. The social epistemology regarding inclusion can be traced to the complex and difficult history people with intellectual disability has, a history including institutionalization, sterilization exclusion from public schooling, and segregation in public schools. Bibliography Arvidsson, J. (2016). Sysselsättn ing och social rättvisa: En Nationell Registerstudie om 12,269 unga vuxna med intellektuell funktionsnedsättning [Postschool occupation and social justice: A National Registry study about 12,269 young adults with intellectual disability]. Doctoral dissert University Brossard Børhaug, F & Reindal, S.M (2018). ation, Halmstad Hvordan forstå inkludering som allmenpedagogisk prinsipp i en transhumanistisk (fram)tid? Utbildning & Demokrati, 27(1), 81 Popkewitz, T. (2012). Numbers in grids of intelligibility:97) making sense of how educational truth is told. In H. Lauder, M. Young, H. Daniels, M. Balarin & J. Lowe, (Eds), Educating for the Knowledge Economy? Critical Perspectives, (pp. 169191). Routledge, Taylor & Francis Group. Popkewitz, T. (2014). Social Epistemology, the Reason of "Reason" and the Curriculum Studies. Education Policy Analysis Archives, 22(22), 23
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| 38. |
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| 39. |
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| 40. |
- Barow, Thomas, 1969, et al.
(författare)
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Elevassistenter i särskolan: mellan elever och speciallärare : Student assistants in special school: between student and special teacher
- 2021
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Ingår i: Forskning pågår.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Den presenterade studien tar upp elevassistenters roll och uppgift i särskolan. Det empiriska materialet består av en enkätstudie med 60 elevassistenter och halvstrukturerade intervjuer mer fyra speciallärare och fem elevassistenter. Resultaten diskuteras baserande på ”street-level bureaucracy”-ansatsen och fokuserar på elevassisternas intermediära roll mellan speciallärare och elev i grundsärskolan. Elevassistenterna upplever avsaknad av stöd i sin professionella utveckling. Baserande på bristande resurser och omfattande uppgifter har de begränsade möjligheter i att kooperera med specialläraren gällande undervisningens planering, genomförande och evaluering. Komplexiteten att inneha både en undervisande och en omsorgsorienterad roll i klassrum diskuteras, särskilt med hänsyn till elevers välmående och relationer till andra elever.
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| 41. |
- Barow, Thomas, 1969, et al.
(författare)
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Pedagogiska utredningar i Sverige och Tyskland: några jämförande perspektiv
- 2017
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Ingår i: Forskning pågår, Göteborg 2017-10-31.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Alla elevers rätt till särskilt stöd fi nns reglerat i skolans styrdokument i både Sverige och Tyskland. För att skolan ska kunna besluta om det särskilda stödet görs det i båda länderna pedagogiska utredningar. Det gemensamma förfarandet för att utreda elevers behov av särskilt stöd är utgångspunkten i en pågående kvalitativ studie som bygger på empiri som samlats in i Skåne och i den tyska delstaten Nordrhein-Westfalen.
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| 42. |
- Barow, Thomas, 1969, et al.
(författare)
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Special education needs assessment report in Sweden and Germany: comparative perspectives
- 2018
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Ingår i: Konferensbidrag: The 46th Congress of the Nordic Educational Research Association (NERA): Educational Research: Boundaries, Breaches and Bridges, 8-10 March 2018, University of Oslo, Norway.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/Aim: Recently, in discussions on inclusive education, questions of testing and diagnostic cultures attracted attention (Hamre, Morin & Ydesen, 2018). Within the framework of this project, we have examined special educational needs (SEN) assessment in the Swedish region Scania and the German state North Rhine-Westphalia (NRW). In both countries, investigation procedures are carried out before a pupil is categorized as having SEN. However, the SEN definitions and the categorization processes in Sweden and Germany differ. The investigations are carried out by different occupational groups and decision makers. Special education teachers are always involved, but they are expected to cooperate with other professionals, e.g. regular school teachers (NRW) and the pupil welfare team (Sweden). As an in-depth study, our research aims to examine and analyse the outcomes of these different structures and procedures in Swedish and German SEN assessment reports. The research addresses the following questions: 1.What are the central elements of SEN assessment in Sweden and NRW? 2.How do guardians and the pupils concerned participate in the assessment? 3.Which consequences do the SEN assessment reports suggest? 4.Which thought styles become apparent in the assessment reports? Theoretical frameworks: The research is inspired by the work of Fleck (1979), seeing the supplement, development and transformation of thought styles as being responsible for empirical discovery. It is supposed that the SEN reports are characterised by different thought styles which can be related to a categorical or relational perspective regarding school problems (Emanuelsson, Persson & Rosenqvist, 2001). Methodology/research design: A qualitative research approach was adopted. 30 assessment reports were collected in Scania; 29 in NRW. We accessed the material by contacting schools (Scania) or school administrations (NRW). A content analysis was conducted. Limitations can be seen in the low number of reports and the selection process, being dependent on the preselection of professionals. Expected conclusions/Findings: In an international comparative perspective, both differences and similarities were found. Observations were used as a method of investigation both in Sweden and Germany. However, intelligence tests were often conducted in NRW, but only exceptional in Scania. In both countries, the perspective of guardians and pupils is hardly documented. Regarding consequences of the assessment, measures on the individual level dominate, in the German examples even more notable than in Swedish cases. In line with earlier research this tendency is interpreted as maintenance of a thought style focusing on the pupils’ individual “failure”, and to less extent on the adaptation of the learning environment. Relevance for Nordic Educational Research: Comparative research on assessment will contribute to further discuss and elaborate diagnostic approaches both in the Nordic countries and international. References Emanuelsson, I., Persson, B. & Rosenqvist, J. (2001). Forskning inom det specialpedagogiska området: en kunskapsöversikt. Stockholm: Statens skolverk. Fleck, L. (1979). Genesis and development of a scientific fact. Chicago: University of Chicago Press. Hamre, B., Morin, A. & Ydesen, C. (Eds.) (2018, forthcoming). Testing and Inclusive Schooling: International challenges and opportunities. Abingdon: Routledge.
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| 43. |
- Barow, Thomas, 1969, et al.
(författare)
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Stuck in failure: comparing special education needs assessment policies and practices in Sweden and Germany
- 2020
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Informa UK Limited. - 2002-0317. ; 6:1, s. 37-46
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Tidskriftsartikel (refereegranskat)abstract
- The definition for special education needs (SEN) and the policies for its assessment varies widely between countries. This paper aims to investigate similarities and differences through a Swedish-German comparative approach. Based on the distinction between categorical and relational perspectives as expressions of specific thought styles, 58 SEN assessment reports from both countries were qualitatively analysed. The results demonstrate the maintenance of the categorical perspective in terms of focusing on the pupil’s ‘failure’. This result is even more notable in the German examples than the Swedish cases. Exceptionally and in both countries, a relational perspective emerges, taking teaching and the social environment into account. In conclusion, we suggest a flexible SEN approach with a stronger emphasis on the relation between the individual and the learning environment.
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| 44. |
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| 45. |
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| 46. |
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| 47. |
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| 48. |
- Barow, Thomas, 1969, et al.
(författare)
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“The system shows us how bad it feels”: special educational needs assessment in North Rhine-Westphalia, Germany
- 2019
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 34:5, s. 678-691
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Tidskriftsartikel (refereegranskat)abstract
- In the context of the North Rhine-Westphalian school reform towards an inclusive education system, this article problematises the practice of categorisation. Our research aims to investigate the assessment of special educational needs (SEN) and thereby enrich the discussion of the relation between inclusion and diagnostics. For this study, we interviewed 14 SEN investigators and five decision-makers. We discuss the results on the basis of a qualitative content analysis and against the background of Fleck’s concept of thought styles. We mainly found inertia in special education traditions, expressed in the use of intelligence tests, the dominance of SEN teachers in the assessment process and the lack of participation of parents and pupils. We conclude that it is necessary to reform the SEN assessment rules. At the same time, we see major challenges in transforming existing thought styles into a more flexible and decategorising approach.
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| 49. |
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Bildning för alla! : en pedagogisk utmaning
- 2012
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Sedan mer än 200 år har ”Bildning för alla!” varit en pedagogisk utmaning. Devisen är knuten till tankar om likvärdighet, delaktighet och allas rätt till utbildning i ett inkluderande samhälle, men i boken betonas samtidigt de pedagogiska utmaningar som dessa intentioner för med sig. I antologin tar 26 författare från de nordiska länderna och Storbritannien upp aktuella frågor som på olika sätt knyter an till uppgiften om hur utbildningssystemet kan utvecklas i förhållande till elevers olikheter. I boken behandlas teman som varit centrala i forskningen hos professor Jerry Rosenqvist, som nu efter mer än fyra decennier av pedagogisk verksamhet går i pension. Boken tillägnas honom.
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| 50. |
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Bildning för alla! en pedagogisk utmaning
- 2012
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Sedan mer än 200 år har ”Bildning för alla!” varit en pedagogisk utmaning. Devisen är knuten till tankar om likvärdighet, delaktighet och allas rätt till utbildning i ett inkluderande samhälle, men i boken betonas samtidigt de pedagogiska utmaningar som dessa intentioner för med sig. I antologin tar 26 författare från de nordiska länderna och Storbritannien upp aktuella frågor som på olika sätt knyter an till uppgiften om hur utbildningssystemet kan utvecklas i förhållande till elevers olikheter. I boken behandlas teman som varit centrala i forskningen hos professor Jerry Rosenqvist, som nu efter mer än fyra decennier av pedagogisk verksamhet går i pension. Boken tillägnas honom.
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