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1.
  • 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. - 1822-7864 .- 2538-7111. ; 75:6, s. 508-524
  • 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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2.
  • 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
  • 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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3.
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4.
  • Anderson, Lotta, et al. (författare)
  • Breddat deltagande för studenter med funktionsnedsättning : En utmaning för den högre utbildningen
  • 2018
  • Ingår i: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 8:1, s. 33-41
  • Tidskriftsartikel (refereegranskat)abstract
    • Frågor kring breddad rekrytering och breddat deltagande utgör en del av den sociala dimensionen av högre utbildning och är ett prioriterat område för det europeiska samarbetet. 2017 års förslag om att ändra i högskolelagen och vidga lärosätenas uppdrag till att aktivt främja ett brett deltagande gav upphov till en debatt bland såväl politiker som företrädare för lärosäten, vilken synliggjorde flera utmaningar, förhoppningar och farhågor. Föreliggande reflektion tar avstamp i denna debatt och fördjupar sig i frågor kring breddat deltagande för studenter med funktionsnedsättning. Syftet med reflektionen är att diskutera och reflektera kring vad breddat deltagande för denna målgrupp innebär och vilka krav det ställer på resurser, tillgänglighet, bemötande och attityder samt på högskolepedagogisk kompetensutveckling, kunskap om funktionsnedsättning och funktionshinder samt inkluderande pedagogik. Utgångspunkten för reflektionen är svensk forskning och pågående utvecklingsarbete om breddat deltagande för studenter med funktionsnedsättning samt författarnas erfarenhetsbaserade kunskaper om högskolepedagogisk undervisning och kompetensutveckling.
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5.
  • Anderson, Lotta, et al. (författare)
  • Characteristics of independent schools directed at students in need of special support : a study of school website presentation
  • 2019
  • Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 77:3, s. 317-337
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools’ website presentations, which were processed and analysed in consecutive steps. The results showed that the students’ complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments. 
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6.
  • Anderson, Lotta, et al. (författare)
  • Characteristics of Independent Schools Directed at Students in Need of Special Support : a Study of School Website Presentation
  • 2019
  • Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 77:3, s. 317-337
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools' website presentations, which were processed and analysed in consecutive steps. The results showed that the students' complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.
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7.
  • Anderson, Lotta (författare)
  • Coperation between families and professionals with focus on children and young people with
  • 2015
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • In a family where a child with complex communication needs is born alter the life situation for the family and the family often become coordinator of the contacts and efforts by various actors. The professionals in rehabilitation become one of those contacts and cooperation partners who offer child and family interventions. The starting point is the WHO's classification, ICF. The completed study is about perceptions of the concepts activity, participation and context according to WHO´s classification, the possibility of interaction and influence, and formed rehabilitation plans. Focus interviews and text analyses of rehabilitation plans have been the methods used in this study. Data has been encoded in accordance to ICF´s components and domains. Result shows both similarities and differences in parents' and professionals' understanding of ICF´s concepts and interaction and influence in the rehabilitation process. There is a dilemma, between rehabilitation as a volunteer effort and the families own activity, which has been visible. The professionals' efforts are not obviously compatible with the family's living conditions and expressed needs. ICF´s concepts is well known to those working in rehabilitation on the one hand, but is not fully anchored. For parents, on the other hand, ICF's conceptual apparatus is not something familiar, but the concepts are given content, although formulated in other terms. Analysed rehabilitation plans can be related to physical functions and structures and the concepts activity, participation and environment. Formulated goals and accompanying efforts are not automatically linked to each other. The majority of parents expresses satisfaction with rehabilitation efforts but also formulates proposals for improvement. The professionals remarked that there is a dilemma between professional and family spoken or unspoken needs. By combining ICF's framework with Bronfenbrenner’s developing ecological model, processes, organizations and cultural codes, families' expectations and the child's abilities and needs are captured and described.
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8.
  • Anderson, Lotta (författare)
  • Elever med hörselnedsättning i särskolan En kartläggningsstudie ur klasslärares perspektiv
  • 1998
  • Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Anderson, L. (1998). Elever med hörselnedsättning i särskolan - en kart-läggningsstudie ur klasslärares perspektiv [Students with hearing impair-ment in special schools for the intellectually handicapped] (Pedagogisk-psykologiska problem, 642). Malmö: Lärarhögskolan. Studiens fokus är särskolan och klasslärares beskrivning av skolsituationen för elever med hörselnedsättning. En viktig del av studien är att uppmärk-samma och belysa den komplexitet och problematik som föreligger för en elevgrupp med flera funktionshinder. Studien belyser också huruvida ele-verna får det stöd som funktionshindret kräver samt i vilken utsträckning specifik kompetens finns. Stor vikt läggs dessutom vid hur klasslärare be-skriver och möter de kommunikativa svårigheter som föranleds av elever-nas kombinerade funktionshinder. Studien har genomförts med hjälp av enkäter till klasslärare i två län. Resultatet visar att det är mindre förekom-mande att elev med hörselnedsättning undervisas tillsammans med andra elever med hörselnedsättning samt att hörselnedsättningen sällan ses som orsak till elevens eventuella svårigheter. Drygt hälften av eleverna får till-räckligt stöd i undervisningen. Mindre än hälften av lärarna anser sig få till-räckligt stöd för att undervisa. En liten andel av lärarna har genomgått spe-cifik fortbildning. En stor andel av lärarna uppger att de i liten utsträckning förstår vad eleverna förmedlar samt att eleverna sällan inleder kommunika-tion med kamrater. En slutsats som kan dras av studien är att kunskap om såväl hörselnedsättning och dess konsekvenser som kommunikation måste tillföras samt att de kommunikativa betingelser som råder för elevgruppen i särskolan närmare måste studeras. Nyckelord: Flera funktionshinder, hörselnedsättning, kommunikation, stödinsats, särskola, utvecklingsstörning
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9.
  • Anderson, Lotta, et al. (författare)
  • Encountering students in disabling conditions in higher education
  • 2017
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • The aim of this paper is to discuss challenges for staff in Higher Education encountering students in disabling conditions. The study takes a point of departure in a series of workshops designed to strengthen the competence among staff at Malmö University to develop inclusive learning environments in their field of responsibility. The research questions concern the participants’ understanding of what constitutes an inclusive learning environment and their preparedness for acting in line with rights for people with disabilities to an education free from discrimination. Content analysis from field notes taken in dialogues with the participants showed that barriers exist e.g. due to procedures in order to get a statement qualifying to support as well as not having a statement meaning that the student becomes carrier of her/his own problems, responsible for telling each staff member about the disabling conditions and needs. Tension appeared in the analysis between giving support to the individual student and a proactive problem solving in a flexible learning environment to the benefit of all students. Principles of equal access and widened participation are not easily applied leading to the conclusions that further efforts need to be made to disseminate existing knowledge in the field and moreover to identify knowledge gaps by involving students, coordinators of support and other staff in different survey studies. The framework for the coming studies is anchored in theory and practice developed in Universal Design for Learning focusing staff development and students’ sense of belonging when facing disabling conditions in higher education.
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10.
  • Anderson, Lotta (författare)
  • Interpersonal Communication : a study about pupil’s with hearing loss and intellectual disability
  • 2004
  • Konferensbidrag (refereegranskat)abstract
    • Interpersonal Communication – a study about pupil’s with hearing loss and intellectual disability Introduction The all-embracing aim of this study (Anderson, 2002) is to look closer into the com-munication in cases where Sign Language and Sign Supported Speech are used. In focus are pupils with hearing and intellectual disabilities. The starting point is that the participants in a communicative encounter are active and that each person contributes in their way to uphold the conversation. During the interpersonal encounter something happens and the consequences that follow are dependent on how different conversa-tion partners act and react in relation to the contribution of the other. Aim of the Study • To describe and interpret patterns of interaction, form, use and content in the communication of the participants. • To study the possibilities and obstacles within the environment as well as the individual, which might have an impact on the communication process. Method The study has a micro-ethnographical onset; data consists of video-observations dur-ing one year in eight school-classes, supplemented with questionnaires, interviews, field notes and participant observations. The subjects are nine pupils, their parents, classmates and school staff. Theoretical Frame Of Reference Bloom and Laheys (1978, 1988) model gives a collected representation of different factors that are important for language development. For the interpersonal communi-cation to work and develop, it is necessary to pay attention to the individual and the conversation partner as well as the social and physical environment. In this study WHO’s International Classification of Functioning, Disability and Health (ICF, 2001) has been used to describe the function, the activity and participation of the pupils. The contextual factors in the ICF can be related to Bronfenbrenners bio-ecological model (1989). This model describes different phenomena, which at different levels, proxi-mally (micro level) to distally (macro level), might have an impact on children’s learn-ing and development. In this study the model has been used to explain phenomena in the interpersonal communication and in the surrounding environment of the partici-pants, with the purpose to throw light upon the factors, which facilitates or obstructs communicative development of an individual. Result From the microanalysis of the video-observations patterns in the interpersonal com-munication were identified, which have been categorised in following spheres of inter-est: • Informal and formal conversations. • Content and course of the conversations. • The language as a tool When the children initiate informal conversations they often have a lot to tell. Mutual-ity occurs when both code and focus are in common. The informal conversations be-tween the partners are where the child is concerned characterised by participation and mutual exchange, existence of peer conversations, pleasure in communicating and ability to carry on a topic that is interesting. The adult participant adapts in greater extent to the perspective of the child in the informal conversation, supports and elabo-rates the initiative of the child, but can also pass on to become task-oriented and ruling if the linguistic activity of the child is low. In formal conversations do the non-linguistic expressions of the child seldom attract attention, the child has to force its way into the adult’s monologues, answer questions from the adults, carry out instruc-tions, adapt to the perspective of the adult and accordingly has a low level of participa-tion. The content in the messages which the parties convey in different conversations do not always correspond, i.e. they communicate about different things, which leads to mis-understandings, interruptions or that the conversation comes to an end. It is common that adults in communication and interaction with children with severely disabilities not wait for the response from the child. The adults often are too hasty or change too quickly into a different topic or action. The analysis of the video material has resulted in that three different ways of dealing with communication and language been sorted out. • The child that observes • The communicatively active child • The linguistically active child The results show that there are both possibilities and obstacles that respectively facili-tate and obstruct communicative and linguistic development. These can be related to micro-, meso-, exo and macro levels. The children’s communication was mostly func-tional, but the adults did not always notice their intentions. The pupils were met by staff members with varied skills in Sign Language and Sign Supported Speech and it was evident that their communicative and linguistic needs was not as a matter of course accompanied by a supportive environment that facilitated communication de-velopment. Peers as well as adults should be seen as important conversation partners and they should be supported in their roles as communicative and linguistic models for the children. Adult’s communicative and linguistic competence is partly inadequate, i.e. they do not adapt enough to their conversation partners. Nor is this competence sufficient, why adults ought to further develop their linguistic and social skills in the communication with children with intellectual and hearing disabilities. References Anderson, L. (2002). Interpersonal communication: A study about pupils with im-paired hearing in the special schools for the severely learning disabled. Malmö University: School of Education. Bloom, L. & Lahey, M. (1978). Language development and language disorders. New York: John Wiley. Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187–249. Lahey, M. (1988). Language Disorders and Language Development. New York: Macmillan. WHO. (2001). International Classification of Functioning, Disability and Health, ICIDH-2. http://www.who.int/icidh
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11.
  • Anderson, Lotta (författare)
  • Interpersonell kommunikation : en studie av elever med hörselnedsättning i särskolan
  • 2002
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Pupils with impaired hearing and moderate to severe learning difficulties usually go to special schools for the severely learning disabled. Few studies have been conducted on the interpersonal communication among these pupils. The all-embracing aim of this study is to look closer into the communication that takes place during the school day between children and adults, in cases where Sign Language and Sign Supported Speech are used.The purpose is to describe and interpret interaction patterns as well as use, form and content in the communication between the participants. The purpose is also to study possibilities and limitations within the environment as well as the individual, which might have an impact on the communication process.The study has a micro-ethnographical onset; data consists of video-observations during one year in eight school-classes, supplemented with questionnaires, interviews, field notes and participation observations. The results show that there are both possibilities and obstacles that respectively facilitate and obstruct communicative and linguistic development.These can be related to micro, mesa, exo and macro levels. Informal communication was characterised by participation and mutual exchange, pleasure in communicating and adults adapting to the child's perspective. Formal communication was characterised by adults choosing topics for conversation and being purpose-oriented, asking questions, giving instructions and expecting certain answers from the child. The children's communication was mostly functional, but the adults did not always notice their intentions. The pupils were met by staff members with varied skills in Sign Language and it was evident that the children's communicative and linguistic needs were not necessarily accompanied by a supportive environment that facilitated communication development.
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12.
  • Anderson, Lotta (författare)
  • Kommunikation inom sociala nätverk runt barn och ungdomar med stora kommunikationssvårigheter
  • 2006
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Kommunikation i sociala nätverk runt barn och ungdomar med stora kommunikationssvårigheter Lotta Anderson Bakgrund Kommunikation och språk utvecklas mellan människor i samspel och en fungerande kommunikation är grundläggande för annan utveckling. Detta till trots är det många kommunikativa möten i vardagen som av olika skäl inte vidareutvecklas i positiv riktning. I den närmaste omgivningen, dvs. familj, släkt och vänner, förskola, skola och kamrater, skapas utvecklingsmöjligheter genom att personerna kommunicerar och berikar varandra på olika sätt. För att barn och ungdomar med stora kommunikationssvårigheter ska kunna utveckla sin kommunikation och sitt språk krävs kunskap och kompetens hos personer i det sociala nätverket (Blackstone & Hunt, 2002; Anderson, 2002). Projektets relevans och målgrupp Projektet består av två delar; där den första omfattar en enkätundersökning medan den andra inriktas på kommunikationsutveckling hos åtta familjer och deras sociala nätverk. Projektet förväntas belysa processen i det gemensamma lärandet då betydelsefulla närpersoner som finns omkring barn/unga med stora kommunikationssvårigheter samtalar kring bl a funktionshinder, kommunikation, delaktighet, faktorer som underlättar eller hindrar, lärandemiljöer, samtalspartnerns roll och kompetens (Light & Binger, 1998; WHO, 2004). Målgruppen är barn och ungdomar med stora kommunikationssvårigheter i åldern 5-25 år. Stora kommunikationssvårigheter innebär att kommunicera med någon form av symboler, men dessa räcker inte till för att göra sig förstådd eller att förstå i vardagen. Syfte Projektets första del syftar till att kartlägga och analysera föräldrars och yrkesverksammas uppfattningar Frågeställningarna handlar om kommunikation och dess tillämpning, samtalspartnerns roll, samverkansformer och kompetens samt vilka uttalade behov av stöd som finns och hur dessa kan tillgodoses. Den andra delen av projektet handlar om familjens sociala nätverk, dvs. i detta fall bestämmer familjen vilka som ska ingå i nätverket runt barnet/ungdomen. Åtta sociala nätverk är aktuella. Arbetet i dessa kommer att pågå i 1½ år och inriktas på att under handledning/utbildning som inkluderar videobaserad vägledningsinsats över tid, reflektion och dokumentation i syfte att utveckla förmågan som kommunikationspartner i relation till barnet/ungdomen. Metod För att få frågorna besvarade i projektets första del har postenkäter skickats till föräldrar och yrkesverksamma inom förskola/skola, habilitering, daglig verksamhet och fritidsverksamhet. Kartläggningen genomfördes nationellt. Resultat del ett Om barn och ungdomar. Alla de aktuella åldrarna finns representerade, men med en övervikt för åldrarna 8-14. Pojkarna är fler än flickorna. Kommunikationssätten är varierande och oftast kombinerade i form av tecken, bild och kroppsspråk men också i huvudsak teckenspråk eller tal. En dryg tredjedel av barn/ungdomar har någon form av kommunikationshjälpmedel, oftast till följd av motoriska svårigheter snarare än andra funktionsnedsättningar. Flertalet 2 barn/ungdomar har någon form av diagnos som grund till olika svårigheter, 19 olika diagnoser, som enda eller i flera kombinationer, förekommer. Flertalet har också habiliteringskontakt som bedöms som mer eller mindre tillfredsställande av föräldrarna. Nästan 2/3 av barnen/ungdomarna har en plan med mål som handlar om kommunikation/språk . Men det finns också små barn som inte har någon individuell plan, vilket kan betraktas som märkligt. De mål som beskrivs är ibland så generella att det kan ifrågasättas hur de kan genomföras och utvärderas och man träffas mestadels på de yrkesverksammas villkor. Om det finns en plan, oavsett vad den kallas, beror det i mindre utsträckning på hörselproblem (signifikant skillnad) än andra svårigheter (motorik, koncentration, syn)! Barn och ungdomar kommunicerar bäst i strukturerade situationer och mest i situationer som är motiverade, lustfyllda, har ett barn/ungdomsfokus och tillsammans med en partner som är engagerad, har fantasi, inger förtroende, är stresstålig eller m.a.o. är en kommunikativ "naturbegåvning" eller medvetet kunnig. För att ställa frågor, berätta, protestera, "hålla igång" ett samtal måste barn/ungdomar veta hur de ska gå till väga, vilket inte alltid är fallet. De strategier som används och hur framgångsrika de blir är ofta kopplade till barn och ungas personlighet, språklig- och kommunikativ utvecklingsnivå men också till omgivningens kompetens och form av respons. Föräldrar menar också att deras barn har mycket mer att uttrycka än de har uttrycksformer för. Om föräldrarnas uppfattningar: Mestadels är det mammorna som svarat på frågorna. Flertalet familjer är med i någon intresseförening, företrädesvis FUB, men också DHB. Ofta är de med i flera olika föreningar med koppling till någon av barnets funktionsnedsättningar och synpunkterna varierar från mycket stöd och gemenskap med föräldrar liknande situationer och olika utbud till inget stöd alls med avseende på kommunikation. Den som svarar på frågorna menar sig förstå barnet i något större utsträckning än övriga familjen. Kommunikationen försvåras med avståndet, dvs. släkt, vänner, grannar, kamrater förstår i mindre utsträckning. Än mer tydligt blir detta när man inte har någon gemensam referens, dvs. när budskapet är mer eller mindre okänt för kommunikationspartnern. Men föräldrar förlitar sig mer på andra vuxnas kompetens än jämnåriga runt barnet. Föräldrar menar att de i mycket liten utsträckning erbjudits att pröva alternativa kommunikationsutbud. Om de yrkesverksammas uppfattningar: De yrkesverksamma arbetar mestadels som lärare och specialpedagoger inom olika skolformer och logopeder inom habilitering. De anser, precis som föräldrar, att de förstår sina elever eller de barn/ungdomar som de arbetar med i större utsträckning än vad andra uppfattas göra. Men inte helt oväntat lika övertygade för egen del som föräldrar är. De yrkesverksamma (i skolan) menar å ena sidan att barn/ungdomar kan ses som "ensamma öar", som nästan aldrig kommunicerar med varandra. De menar också att det behövs vuxenstöd för att de ska "komma igång" med sin kommunikation. Men å andra sidan menar de att de skapar tillfällen så att kamrater kan samspela med varandra och att de vet vad som motiverar till kommunikation och samspel. De anser att det kan vara svårt att anpassa sig till barn/ungas tempo och intresse oftast till följd av att eleverna i grupperna har så varierande förutsättningar och behov. De största problemen med att arbeta med barn/unga med stora kommunikationssvårigheter är, menar de, att fånga alla i omgivningen - det finns en tröghet i systemet, den kommunikativa kompetensen, attityderna och förhållningssätt hos andra inom verksamheten skulle kunna vara mycket bättre. Det finns också kommunikationstillfällen som leder till missförstånd eller som 3 lämnas oförstådda och detta leder till stor frustration samtidigt som de menar att de i hög grad behärskar det kommunikationssätt som eleven använder. Likheter och skillnader: En del svar tyder på att föräldrar och yrkesverksamma har uppfattningar "om den andre" som inte sammanfaller när man tittar på varje grupp för sig. Uppfattningar som skulle kunna vara underlag för gemensamma diskussioner och leda till större tillfredsställelse. De yrkesverksamma menar att föräldrar har inflytande över insatser och utformning av planer. Föräldrar å sin sida anser att information om hjälp för att kunna kommunicera med sitt barn eller att få gehör för sina synpunkter inte varit tillräckliga. Således en fråga om delaktighet och att ge och få inflytande över företeelser som berör. De yrkesverksamma kan skriva såhär: "När man gör planer så krävs det att föräldrar vet vad de vill och vad barnet behöver", eller "det finns föräldrar som har svårt att acceptera sitt barns behov av teckenspråk", men också att "föräldrarna är stommen runt barnet - personal står för det pedagogiska kunnandet". Dessa uttalanden handlar om att inta olika roller men också att lägga över "bördan" på någon annan. De yrkesverksamma anser att elevernas behov mestadels tillgodoses. Föräldrarna (40 %) menar att de kommunikationsinsatser som erbjudits barnet och familjen inte varit meningsfulla. Detta formulerar de som att: "alla kring barnet kan tecken och kan avläsa", "logopeden tror oss inte när vi berättar", "skolan famlar mycket", "många tips men inget genomförande" men också "det vi fått har varit bra men för lite". Uttalandena handlar om kompetens, ansvar och trovärdighet. De yrkesverksamma anser att deras egna och föräldrarnas uppfattningar om barnets kommunikationsbehov stämmer överens och föräldrarna menar samtidigt att de ges möjlighet att diskutera barnets kommunikation med dem som regelbundet arbetar med barnet. Både föräldrar och yrkesverksamma har uppmanats att beskriva egna behov av insatser och stöd och kompetensutveckling och hur detta skulle kunna utformas. Vad gäller de yrkesverksamma så finns det ett önskemål som överskuggar allt annat - utbildning om och i tecken som alternativ och kompletterande kommunikation och teckenspråk. Föräldrarnas önskemål är mer mångfacetterade, ligger på olika nivåer, och riktar blicken mot organisation, struktur och innehåll. De kan sammanfattas med följande ord: regelbundenhet, samverkan, förståelse, empati, likvärdighet, kunskap, lust och glädje. Reflektioner: Resultatet ger en mängd intressant information, men där fortfarande mycket återstår att bearbeta. Men så här långt kan några punkter lyftas fram. • Den vanligaste kommunikationspartnern till barn/ungdomar, oavsett deras ålder, är en vuxen.
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13.
  • Anderson, Lotta, et al. (författare)
  • Med fokus på samspel : Att använda video i specialpedagogisk forskning
  • 2009
  • Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :4, s. 81-103
  • Tidskriftsartikel (refereegranskat)abstract
    • The field of special education is characterized by substantial complexity in learning as well as in interaction and communication. Video-observations are especially suitable for studies of interactions and especially interaction with students in communicative complex situations. Video analysis also makes it possible to uncover the "hidden agenda" and the subtle signals that shape relationships, emotional climate and learning in the classroom. In the article focus is on the potential video-observations offers in studies of students in special needs in general and students with disabilities as deafness and hearing loss in particular. Advantages and limitations of video technology are discussed as well as ethics in relation to special educational contexts. Different principles of transcription and analysis, when sign language and manual signs are used in communication, are described. Examples from our research are given as analysis of communication between mother and child, between teacher and student and between students. The discussion focuses on issues that video-recording may highlight, in ways another medium could not, knowledge to be acquired from the analysis and conclusions that can be drawn from the referred examples.
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14.
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15.
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16.
  • Anderson, Lotta, et al. (författare)
  • Professional development in assessment for learning (AfL) for students with developmental disabilities
  • 2017
  • 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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17.
  • Anderson, Lotta (författare)
  • Samverkan mellan föräldrar och profession : en studie om ICF i Barn- och Ungdomshabiliteringen
  • 2010
  • Rapport (övrigt vetenskapligt/konstnärligt)abstract
    • I en familj där ett barn med komplexa behov av kommunikation föds förändras livssituation och föräldrar blir ofta samordnare för kontakter och insatser från olika aktörer. Yrkesverksamma inom habilitering blir en av dessa kontakter och samarbetspartners som erbjuder barn och föräldrar stöd av olika innehåll och omfattning. Denna studie handlar om föräldrars och de yrkesverksammas uppfattningar av samverkan, inflytande, begrepp som aktivitet, delaktighet och omgivningsfaktorer samt analys av dokument som ingår i habiliteringsplaneringen. Utgångspunkt tas i WHO: s klassifikation, ICF. Metoder i studien är fokussamtal och textanalys av dokument i habiliteringsplaneringar. Dokumentens textinnehåll har kodats i enlighet med ICF´s komponenter och domäner. Resultaten visar både likheter och skillnader i föräldrars och de yrkesverksammas förståelse av begrepp, samverkan och inflytande. Det finns ett dilemma som synliggjorts avseende habilitering som frivillig insats och familjens röst och aktivitetsgrad. De yrkesverksammas uppdrag är inte självklarhet kompatibelt med familjens livssituation och uttryckta behov. ICF´s begrepp är välkända för dem som arbetar inom habilitering å ena sidan, men är inte fullt förankrade i den vardagliga praktiken. För föräldrar å andra sidan är ICF inte något välbekant, men begreppen ges en innebörd men formulerade i viss utsträckning på ett annat sätt. Analysen av dokumenten i rehabiliteringsplaneringarna kan relateras till ICF´s olika komponenter och domäner medan mål och insatser inte med självklarhet har en logisk följd. De flesta föräldrar uttrycker sin tillfredsställelse med habiliterande insatser men formulerar också förslag till förändringar. De yrkesverksamma påpekade att det finns ett dilemma mellan de professionellas uppdrag och familjens uttalade eller outtalade behov av stöd.
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18.
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19.
  • Anderson, Lotta (författare)
  • Schooling for Pupils with Autism Spectrum Disorder : Parents' Perspectives
  • 2020
  • Ingår i: Journal of autism and developmental disorders. - : Springer. - 0162-3257 .- 1573-3432. ; 50, s. 4356-4366
  • Tidskriftsartikel (refereegranskat)abstract
    • The current study, based on a survey of 1799 parents, explored parental perspectives of school absence in relation to approved grades, challenges, demands and obstacles in education for children with autism spectrum disorder. The results revealed a relatively high rate of school absenteeism for reasons other than illness. Girls had higher rates of absenteeism than boys for short durations of absence. Absenteeism was primarily caused by a lack of teacher competence regarding autism and inadequate adaptation of teaching. There were no significant differences between genders in approved grades, but the rate of failure to achieve approved grades was approximately 50%. The most common form of educational support was support from special needs teachers and adapted pedagogy.
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20.
  • Anderson, Lotta (författare)
  • Social Networks : involving families and professionals surrounding children and youth with complex communication needs
  • 2009
  • Konferensbidrag (refereegranskat)abstract
    • Children with severe communication disabilities are a vulnerable group in the community and are depending on the knowledge, skills and empathy of the people in their immediate surrounding, which include parents, sisters and brothers, relatives and professionals, i.e. the social networks (Klefbeck & Ogden; 1996; Blackstone & Hunt Berg, 2002; Anderson, 2006). The family is of great importance in supporting the communication and language development of the child. The professionals have to create conditions conducive to a positive learning environment, which demands knowledge of disability, language, communication and proximal zone of development (zpd). (Lahey, 1978; Vygotsky, 1986; Bodorova & Leong, 1996). It is significant to consider persons with complex disabilities as active and participating parties in the developmental process (Light & Binger, 1998). Children with disabilities encounter different hindrance in their daily life, in their communication with others and in their learning. Hindrance can be found by the individual himself as well by the persons in the surrounding and in the situation as in structures and principles of the society (Beukleman & Miranda, 1998; WHO, 2001, 2004; Anderson, 2002; Eriksson, 2006). Another reason can be found in indistinctive goals, effort and responsibility according to communication and language development of the child. Various kind of hindrance can be eliminated, among others by identifying and analyzing them, contextualizing them, illuminating facilitating phenomenon and increasing the awareness of the importance of communication by as well professionals as families. This project was made on the thesis from Anderson (2002). The results show that there are both possibilities and obstacles that respectively facilitate and obstruct communicative and linguistic development. These can be related to micro-, meso-, exo and macro levels. Informal communication was characterised by participation and mutual exchange, pleasure in communicating and adults adapting to the child´s perspective. Formal communication was characterised by adults choosing topics for conversation and being purpose-oriented, asking questions, giving instructions and expecting certain answers from the child. The children’s communication was mostly functional, but the adults did not always notice their intentions. The pupils were met by staff members with varied skills in manual signs and it was evident that the children’s communicative and linguistic needs were not necessarily accompanied by a supportive environment that facilitated communication development. Adults in the surroundings need education, training and support in Alternative and Augmentative Communication (AAC) to become competent and challenging communication partner (Beukleman & Miranda, 1998; Light & Binger, 1998; Arts, 2000). Another result shows that language use of parents and teachers with respect to prerequisite and needs of the children influence the expectation and treatment of the children. The starting point of the current project is the social networks surrounding children and youth with complex communication needs caused of, among other things hearing and intellectual disabilities. The target group is children and youth of 6 to 25 years of age and who 2 communicate in linguistic level, but the communication form is not sufficient to understand or express feelings, thoughts, and aims within the family or in daily life situations. Aim of the study The all-embracing aim of the Social Networks project is to examine the communicative competence in the surroundings and follow and illuminate participation and collaborative learning among participants in social networks (families and professionals) related to children with complex communication needs. An underlying purpose is to develop assessment methods, analysing needs and support and to find suitable forms of cooperation. The project contains two parts.
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21.
  • 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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22.
  • 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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23.
  • 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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24.
  • 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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25.
  • 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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26.
  • 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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27.
  • Anderson, Lotta, et al. (författare)
  • Universitetsutbildares upplevda kompetens för att undervisa studenter i behov av pedagogiska anpassningar i sin studiesituation
  • 2017
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • I konventionen om rättigheter för personer med funktionsnedsättning (2008/09:8) fastslås att personer med funktionsnedsättning ges nödvändigt stöd inom det allmänna utbildningssystemet för att underlätta deras ändamålsenliga utbildning. Även i Malmö högskolas policy dokument (2016-2018) inkluderas ett förhållningssätt som ska byggas på mångfald. I studenters rättigheter och skyldigheter (Mah, 2011) eftersträvas en arbetsmiljö som stödjer studenters lärande och främjar deras fysiska och psykiska hälsa. I studenthälsans undersökning ”Hur mår våra studenter” (Mah, 2015) pekar resultaten på att en eller flera funktionsnedsättningar skulle kunna vara en riskfaktor i vissa avseenden. Vidare att funktionsnedsättning minskar sannolikheten för att uppleva sig klara av sina studier och ökar sannolikheten för att uppleva sig trakasserad och diskriminerad. Larsdotter Frid och Krantz (2012) visar att det är problematiskt att tillgängliggöra den konkreta undervisningssituationen för studenter med funktionsnedsättning. Syfte: Med detta som bakgrund finns det ett behov av att kartlägga och identifiera universitetsutbildares upplevda och uttryckta behov av kompetens avseende t.ex pedagogiska anpassningar av studenters studiesituation. Metod: En webenkät skickades ut till 2 fakulteter vid ett lärosäte (A) och en vid en fakultet vid ett annat lärosäte (B). Totalt svarade 131 (svarsfrekvens). Pågående analyser kvalitativa såväl som kvantitativa (SPSS). Resultat: Det finns tendenser som uppvisar en skillnad i upplevd kompetens mellan lärosäten där en större andel anställda vid lärosäte B uppger både högre och lägre kompetens jämfört med anställda vid lärosäte A. Anställda vid lärosäte A tenderar att uppge ett större kompetensutvecklingsbehov när det gäller studenter i behov av anpassningar av studiesituationen. När den egna kompetensen skattas högt tenderar behovet av kompetensutveckling också skattas högt (73%) bland anställda vid lärosäte A medan anställda vid lärosäte B skattar lågt kompetensutvecklingsbehov (39 %). Anställda vid båda lärosätena uppger god kännedom om styrdokumenten. När det gäller kompetens om olika funktionsnedsättningar skattar anställda vid lärosäte B högre kompetens än anställda vid lärosäte A oavsett funktionsnedsättning. Störst skillnader ses i kompetens gällande neuropsykiatriska funktionsnedsättningar samt hörsel-, och synnedsättningar. Diskussion/implikationer: Tolkning av materialet pågår.
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28.
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29.
  • Bruce, Barbro, et al. (författare)
  • Från erfarenhetsbaserad praxis till vetenskapligt tänkande : att generera och granska kunskap i samverkan med fältet
  • 2013
  • Rapport (övrigt vetenskapligt/konstnärligt)abstract
    • Projektet riktar sig till studenter som vidareutbildar sig tillspecialpedagog eller speciallärare, dvs. båda de specialpedagogiska programmen vid Institutionen för skolutvecklingen och ledarskap vid Fakulteten för lärande och samhälle, Malmö högskola. Dessa utbildningar är påbyggnads- eller vidareutbildningar efter lärar-, förskollärar- eller fritidspedagogexamen och förutsätter minst tre års arbetslivserfarenhet som lärare/förskollärare/fritidspedagog. Det innebär att dessa studenter när de kommer till oss på Malmö högskola redan har både en grundutbildning och ett stort pedagogiskt erfarenhetskapital, från olika skol- och undervisningsformer, som kan tjäna som utgångspunkt för problematisering, fördjupning och vetenskaplig belysning.
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30.
  • Fazey, Ioan, et al. (författare)
  • Transforming knowledge systems for life on Earth : Visions of future systems and how to get there
  • 2020
  • Ingår i: Energy Research & Social Science. - : Elsevier. - 2214-6296 .- 2214-6326. ; 70
  • Tidskriftsartikel (refereegranskat)abstract
    • Formalised knowledge systems, including universities and research institutes, are important for contemporary societies. They are, however, also arguably failing humanity when their impact is measured against the level of progress being made in stimulating the societal changes needed to address challenges like climate change. In this research we used a novel futures-oriented and participatory approach that asked what future envisioned knowledge systems might need to look like and how we might get there. Findings suggest that envisioned future systems will need to be much more collaborative, open, diverse, egalitarian, and able to work with values and systemic issues. They will also need to go beyond producing knowledge about our world to generating wisdom about how to act within it. To get to envisioned systems we will need to rapidly scale methodological innovations, connect innovators, and creatively accelerate learning about working with intractable challenges. We will also need to create new funding schemes, a global knowledge commons, and challenge deeply held assumptions. To genuinely be a creative force in supporting longevity of human and non-human life on our planet, the shift in knowledge systems will probably need to be at the scale of the enlightenment and speed of the scientific and technological revolution accompanying the second World War. This will require bold and strategic action from governments, scientists, civic society and sustained transformational intent.
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31.
  • Holmqvist, Mona, et al. (författare)
  • Teacher Educators' Self-Reported Preparedness to Teach Students With Special Educational Needs in Higher Education
  • 2019
  • Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 77:5, s. 584-597
  • Tidskriftsartikel (refereegranskat)abstract
    • This research explores teacher educators' self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators' self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs.
  •  
32.
  • Holmqvist, Mona, et al. (författare)
  • The Authority to Choose Seclusion in Inclusion : An ASD perspective on Educational Settings
  • 2017
  • Ingår i: Book of abstracts. - : EARLI.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • The aim of this study is to examine reasons for the increasing amount of pupils with autism (Wing, 1996) who refuses go to school. Three hypotheses were examined; (1) students are subjected to excessive demands in respect of social interaction and participation; (2) today's school policy in Sweden places high demands on pupils' executive ability, which means that it is expected they manage to organize and plan their work independently; and (3) students' problems may be reduced if they are exposed to a less amount of excessive stimuli. Data from 1.799 questionnaires and 15 interviews are analyzed. The results show that there is an unwittingly lack of deeper understanding about the pupils' specific deficits, which results in teachers forcing their pupils into situations which become impossible for them to cope. Offering the pupils opportunities for seclusion in the inclusive settings to help them sort their impressions and recover, as well as written or visual disposition to guide how to work with the tasks they have to solve would increase the quality for inclusive education and increase the possibility for the pupils to cope.
  •  
33.
  • Hur ska vi göra då? : praktiknära utveckling av en grundsärskolas arbete med bedömning för lärande
  • 2016
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • Vad innebär bedömning i vår verksamhet? Denna fråga ställde sig ett antal pedagoger och deras dåvarande skolledare 2012, efter att ha satt sig in i den nya läroplanen för grundsärskolan. Kontakt togs med grundskoleförvaltningens utvecklingsteam och en idé började ta form. Uppdraget gavs till dåvarande FoU-Malmö utbildning och en praktiknära utbildning utformades tillsammans med RUC på Malmö högskola och Uppdrag AB vid Högskolan Kristianstad. Tillsammans med skolans medarbetare och utifrån de olika arbetslagens situation och förutsättningar utvecklades innehållet. På så sätt har utbildningen följt de intentioner för verksamhetsutveckling som formulerades kring den extrasatsning på utbildningssektorn i Malmö som fick namnet Skolsatsning 2012. Pedagoger måste få ett så verksamhetsnära stöd som möjligt. Men inte utifrån att ”experter” går in och ger ”recept”, vilket ju ibland efterfrågas, utan genom att de i dialog, och med forskningsbaserad input, bidrar till att pedagoger får möjlighet att, både enskilt och (framförallt) tillsammans, tänka kring dilemman i verksamheten (Leif Åhlander, 2013). Denna rapport består av de slutsatser processledarna gjort kring utbildningen samt de texter pedagogerna skrivit för att beskriva och problematisera sina processer.
  •  
34.
  • Hur ska vi göra då? : praktiknära utveckling av en grundsärskolas arbete med bedömning för lärande
  • 2016
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • Vad innebär bedömning i vår verksamhet? Denna fråga ställde sig ett antal pedagoger och deras dåvarande skolledare 2012, efter att ha satt sig in i den nya läroplanen för grundsärskolan. Kontakt togs med grundskoleförvaltningens utvecklingsteam och en idé började ta form. Uppdraget gavs till dåvarande FoU-Malmö utbildning och en praktiknära utbildning utformades tillsammans med RUC på Malmö högskola och Uppdrag AB vid Högskolan Kristianstad. Tillsammans med skolans medarbetare och utifrån de olika arbetslagens situation och förutsättningar utvecklades innehållet. På så sätt har utbildningen följt de intentioner för verksamhetsutveckling som formulerades kring den extrasatsning på utbildningssektorn i Malmö som fick namnet Skolsatsning 2012. Pedagoger måste få ett så verksamhetsnära stöd som möjligt. Men inte utifrån att ”experter” går in och ger ”recept”, vilket ju ibland efterfrågas, utan genom att de i dialog, och med forskningsbaserad input, bidrar till att pedagoger får möjlighet att, både enskilt och (framförallt) tillsammans, tänka kring dilemman i verksamheten (Leif Åhlander, 2013). Denna rapport består av de slutsatser processledarna gjort kring utbildningen samt de texter pedagogerna skrivit för att beskriva och problematisera sina processer.
  •  
35.
  •  
36.
  • Lüddeckens, Johanna (författare)
  • Dialectical Dimensions on Inclusive Education : Involving Students with Autism Spectrum Conditions
  • 2022
  • Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Purpose: The aim of this essay and its contribution to research is to identify the opportunities, pitfalls, and dilemmas that can arise when inclusive education is organized with regard to students with ASC. In order to create more understanding of the situation for students with ASC in schools, the study focus on school leadership.Sub-studies: The essay consists of two studies. In the first study (1) the aim was to identify, describe, and analyze different research approaches to inclusive education and social participation for students with ASC, by performing a systematic research review. In the second study (2) principals of Swedish schools were interviewed, data collection was divided into three sets of interviews based on and using two models as tools in the analysis process. The models are the Index of Inclusion (Ainscow & Booth 2002) and three key concepts for inclusive school leadership (European Agency of Special Needs and Inclusive Education 2018; Óskarsdottir et al. 2020).Theory: A dialectical approach (Clark, Dyson & Millward 1995; 1998) or the dilemma perspective (Nilholm 2003) have been used as a theoretical lens. This approach aims to provide a dynamic and abductive reasoning for the overall analysis in the essay, since inclusive education appears to create dilemmas when societal cultures and norms, bureaucracy, and structures meet. The analysis demonstrates that inclusive processes appear as dilemma-creating at different levels in the system and addresses democracy in terms of social justice.Method: Crystallization is a term that relates to the practice of using multiple data sources and results, research approaches and lenses (Ellingson 2008; Tracy 2010), which leads to a more complex understanding being opened up in the overall analysis.Knowledge contribution: Inclusion is mainly interpreted as the students’ experience of being socially accepted and having access to academic education and the curriculum. Principals’ feeling of loneliness in relation to their superiors—they need to fight for their students and their staff against decisionmakers higher up in the education system hierarchy. At the same time, it is noted that principals have agreat deal of freedom in their practice, but the issue of communication needs to be raised and support for principals is important. A discussion is needed about whose perspective is the prevailing one in decisionmaking processes in schools and in the school system.Limitations: The data collection of the second study (2) took place via virtual meetings due to the pandemic. Virtual meetings are limited by the lack of being able to observe the interviewee's body language and nonverbal communication, as well as a small sample of respondents. These limitations affect the essay in general and thus to some extent reduce the possibility of generalizing the results.Practical implications: This essay can contribute to a more comprehensive understanding of the inclusion concept in relation to students with ASC. It can potentially initiate forums for further discussions on the working conditions of principals in relation to their responsibilities and the expectations placed upon them. In addition, to conduct a continuous discussion about the importance of authenticity and accountability for all professionals in the school and its stakeholders. Development and improvement of structures that facilitate the inclusion of the student voice in decision-making processes are also seen as important.
  •  
37.
  • Lüddeckens, Johanna, et al. (författare)
  • Principals' perspectives of inclusive education involving students with autism spectrum conditions : a Swedish case study
  • 2022
  • Ingår i: Journal of Educational Administration. - : Emerald Group Publishing Limited. - 0957-8234 .- 1758-7395. ; 60:2, s. 207-221
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose: The aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice? Design/methodology/approach: As part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis. Findings: (1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed. Practical implications: It was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed. Originality/value: Index for inclusion and elements from the inclusive leadership model were used in the data collection and analysis. 
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38.
  • Nordgren, Camilla, et al. (författare)
  • Need for Knowledge- What, Where and How? Social Workers Handle Service and Support för Individuals With Disability
  • 2022
  • Ingår i: British Journal of Social Work. - Oxford : Oxford University Press. - 0045-3102 .- 1468-263X. ; 52:7, s. 4108-4126
  • Tidskriftsartikel (refereegranskat)abstract
    • This article investigates the need and sources of knowledge among LSS administrators in Sweden (i.e. social workers handling service and support for individuals with disability according to the Swedish Disability Act [LSS]). Changing and challenging working conditions and issues concerning professional status warrant the aim. A questionnaire distributed via gatekeepers in a number of municipalities demonstrated that knowledge about ‘disability’, ‘law’, ‘ethics’ and ‘augmentative and alternative communication’ was rated highly. This result is particularly interesting given that many social work education programmes do not have compulsory courses in disability. Colleagues appear to be relied upon as essential sources of support and knowledge, but the knowledge sharing seems unorganised. Findings are discussed in relation to communities of practice (CoP) and shows that, due to the lack of essential knowledge from formal education and the strong dependence on colleagues, a locally developed praxis might be established. Inadequate theoretical and research-based knowledge, together with this local praxis knowledge, may result in the LSS administrators’ work becoming inadequate. A specialist education in disability studies is proposed as a prerequisite for being employed as an LSS administrator, and the inclusion of a theoretical and scientific framework in the regular CoP interaction is also recommended.
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39.
  • Rasmussen, Helen, et al. (författare)
  • Lecturers and librarians in collaboration : the common pursuit of scholarly thinking in the Special Education Programme
  • 2013
  • Ingår i: Nordic Journal of Information Literacy in Higher Education. - : Universitetet i Bergen, Universitetsbiblioteket. - 1890-5900. ; 5:1
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • During 2012 the Special Education Teacher Training Programme at Malmö University ran the education development project “From experience-based practice to scholarly thinking”. The background of the project was the fact that the students’ practical teaching experience had not been sufficiently utilized and scientifically processed, while at the same time the courses in Philosophy of Science and Research Methodology were perceived to be distancing and difficult to absorb. The aim of the project was to allow theory and practice to mutually enrich one another in a clear manner in the progression towards scholarly thinking. All lecturers of all the courses within the Special Education Programme, met together with two librarians to discuss perceptions of what scholarship is and why a research based approach is important in Special education and in the profession Special education teacher. Together we brainstormed ideas and suggestions of learning activities which together could form a progression to develop a research based approach among students. One idea that has already been launched is Spanarverkstad (a version of Journal Clubs) where articles chosen by students ranged from practical education journals to scholarly journals, are discussed. Another form has been Idea Seminars where representatives from the special education field offer to come up with thesis ideas. Another activity is when lecturers from the Philosophy of Science and Research Methodology courses talks about the research methods that they have personal experience of and perspectives on scholarly thinking. They meet the students in a panel debate where the students have the chance to put forward questions. One developing idea is to encourage students to record their experiences and thoughts in writing. Namely a genre-based pedagogy which could be called something along the lines of “From blog to academic article and vice versa”. The aim with the round table discussion is to have the opportunity to exchange experiences, thoughts and ideas of how the collaboration between lecturers and librarians can become a strategic partnership in the pursuit of developing students’ scholarly thinking. The round table discussion begins with a presentation of the project “From experience-based practice to scholarly thinking”. Afterwards we would like to give the participants the chance to pose questions and discuss how librarians and lecturers can jointly contribute to achieve this goal. How can librarians and lecturers work together to prepare students for a profession where a research-based approach is an important factor in school development? Another point we want to bring into the discussion is what librarians can contribute to a teaching team when it is focusing on planning tutorials for students in higher education? What do lecturers see the librarians’ roles as within the team? These are a few examples of questions which could be asked or could be worth developing.
  •  
40.
  • Rivas, Manuel A., et al. (författare)
  • A protein-truncating R179X variant in RNF186 confers protection against ulcerative colitis
  • 2016
  • Ingår i: Nature Communications. - London, United Kingdom : Nature Publishing Group. - 2041-1723. ; 7
  • Tidskriftsartikel (refereegranskat)abstract
    • Protein-truncating variants protective against human disease provide in vivo validation of therapeutic targets. Here we used targeted sequencing to conduct a search for protein-truncating variants conferring protection against inflammatory bowel disease exploiting knowledge of common variants associated with the same disease. Through replication genotyping and imputation we found that a predicted protein-truncating variant (rs36095412, p.R179X, genotyped in 11,148 ulcerative colitis patients and 295,446 controls, MAF=up to 0.78%) in RNF186, a single-exon ring finger E3 ligase with strong colonic expression, protects against ulcerative colitis (overall P=6.89 × 10(-7), odds ratio=0.30). We further demonstrate that the truncated protein exhibits reduced expression and altered subcellular localization, suggesting the protective mechanism may reside in the loss of an interaction or function via mislocalization and/or loss of an essential transmembrane domain.
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41.
  • Tideman, Magnus, 1959, et al. (författare)
  • Detta är ingen skola för alla
  • 2007
  • Ingår i: Göteborgs-Posten, 2007-06-10.
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
  •  
42.
  • Östlund, Daniel (författare)
  • Deltagandets kontextuella villkor : fem träningsskoleklassers pedagogiska praktik
  • 2012
  • Doktorsavhandling (populärvet., debatt m.m.)abstract
    • The thesis should be regarded as a contribution to the development of knowledge about the interaction taking place in the educational setting for pupils with PIMD in Sweden, the training school (Sw. Träningsskola), and the contextual and interactional conditions that characterizes this educational setting. The study is expected to contribute to a deeper understanding of the pedagogical praxis in the training School and the pupils’ possibilities to be agents within the processes of interaction, participation and learning. The thesis aims to contribute to the development of knowledge about the contextual and interactional conditions that training school pedagogic practice is characterized by. The study's overall purpose is to analyze the participation and interaction in the context of five training school classes. A particular focus is placed on teaching organization and the interaction patterns appearing in the pedagogical practice and what kind of consequences the interaction has for the pupils’ participation. Participation in this study refers to how the teams and students jointly create interaction in classrooms, the patterns produced by the interaction. The study draws on a theoretical framework that is influenced by ethnometodological work and from the dramaturgical framework by Goffman, where the participant’s social actions and methodical ways of making sense in a social setting are in focus. The design of the data collection is inspired by an ethnographic approach and is constructed as a classroom study. The empirical material was collected by classroom observations and by video recordings. The data derive from video recordings that were made during spring 2009 and spring 2010 in five training school classes and all together twenty  pupils (age 8-19, eleven boys and nine girls) and 28 members from the teams (nine special teachers,  two music teachers,  one psychical education teacher and 16 assistants) participated in the study. The results are showing that the pedagogical practice in training school was defined by six different areas: Circle time, One-to-one tuition, Group joint education, Snack time/ lunch, Breaks and play-time and Transitions.  In the interaction between the pupils and the staff the pupils’ positions was constructed as: The attentive and responsive pupil, The experiencing pupil, The choice making and autonomous pupil, The exploring pupil, The pupil that shows civil inattention, The pupil as a recipient of care and The playing pupil.  A starting point for further research involves studying how students' participation is constructed in more inclusive settings i.e. in interaction with other children who do not have such extensive disabilities.
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43.
  • Östlund, Daniel, 1974-, et al. (författare)
  • Kunskapsbedömning i träningsskolan
  • 2015. - 1
  • Bok (populärvet., debatt m.m.)abstract
    • Det finns mycket kunskap om bedömning men det finns relativt lite skrivet specifikt för lärare och rektorer i grundsärskolans inriktning träningsskolan. Kunskapsbedömning i träningsskolan, behövs ett speciellt material för det? I alla skolformer ska elevernas kunskaper bedömas i relation till kunskapskraven men i träningsskolan behöver bedömningen också göras utifrån elevens förutsättningar. Hur kan lärare konstruera bedömningsuppgifter för att tillgodose elevernas skilda kognitiva förutsättningar men ändå utmana varje elev så att ett lärande sker? Ambitionen med det här materialet är att stödja lärare i träningsskolan i just detta.
  •  
44.
  • Östlund, Daniel, et al. (författare)
  • Kunskapsbedömning i träningsskolan
  • 2015
  • Bok (övrigt vetenskapligt/konstnärligt)abstract
    • Det finns mycket kunskap om bedömning men det finns relativt lite skrivet specifikt för lärare och rektorer i grundsärskolans inriktning träningsskolan. Kunskapsbedömning i träningsskolan, behövs ett speciellt material för det? I alla skolformer ska elevernas kunskaper bedömas i relation till kunskapskraven men i träningsskolan behöver bedömningen också göras utifrån elevens förutsättningar. Hur kan lärare konstruera bedömningsuppgifter för att tillgodose elevernas skilda kognitiva förutsättningar men ändå utmana varje elev så att ett lärande sker? Ambitionen med det här materialet är att stödja lärare i träningsskolan i just detta.
  •  
45.
  • Östlund, Daniel, et al. (författare)
  • Professional development in assessment for learning (AfL) for students with developmental disabilities
  • 2016
  • Konferensbidrag (refereegranskat)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 (Compulsory school for students with intellectual disabilities). In the recent decades there has been an overall movement towards more collaborative forms of developing the pedagogical practice in Swedish schools and this project draws on collaboration between the professionals in the school (special teachers and paraprofessionals), the municipality and researchers from two universities (Kristianstad university and Malmö University). The aim with the project was to contribute to the teachers and the paraprofessional’s professional development within in the field of assessment forlearning (AfL) with the purpose to improve the students achievements. Research by Black & Wiliam (1998) and Hattie (2008) has shown that assessment for learning (AfL)/formative assessment is a powerful tool to improve students’ achievements, but there is not much research conducted in this field in relation to students with developmental disabilities. This research and development project can hopefully contribute with new knowledge in this field. The data material is drawn from observations, interviews, group discussions and documents produced in the project and were collected in a Swedish primary school over a period of 12months.. 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 the 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 subject of action, responsibility and independence. Preliminary results indicate that both teachers and paraprofessionals has developed their educational philosophy and has developed the ability to give students feedback that the helps the students to improve their learning. From a student perspective, the students has, through the professionals' changed way of giving feedback and informing the students about their achievements, become more engaged and involved in their own learning and have become more aware of the educational goals they are working towards and also more aware of the strategies about “how to get there”. The project has also been working for peer feedback developed with the support of the use of Ipads and smartboard as tools to give the student opportunities to reflect on their own and their peers' learning by watching videotaped lessons.
  •  
46.
  • Östlund, Daniel, et al. (författare)
  • Professional development in assessment for learning (AfL) for students with developmental disabilities
  • 2016
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)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 (Compulsory school for students with intellectual disabilities). In the recent decades there has been an overall movement towards more collaborative forms of developing the pedagogical practice in Swedish schools and this project draws on collaboration between the professionals in the school (special teachers and paraprofessionals), the municipality and researchers from two universities (Kristianstad university and Malmö University). The aim with the project was to contribute to the teachers and the paraprofessional’s professional development within in the field of assessment forlearning (AfL) with the purpose to improve the students achievements. Research by Black & Wiliam (1998) and Hattie (2008) has shown that assessment for learning (AfL)/formative assessment is a powerful tool to improve students’ achievements, but there is not much research conducted in this field in relation to students with developmental disabilities. This research and development project can hopefully contribute with new knowledge in this field. The data material is drawn from observations, interviews, group discussions and documents produced in the project and were collected in a Swedish primary school over a period of 12months.. 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 the 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 subject of action, responsibility and independence. Preliminary results indicate that both teachers and paraprofessionals has developed their educational philosophy and has developed the ability to give students feedback that the helps the students to improve their learning. From a student perspective, the students has, through the professionals' changed way of giving feedback and informing the students about their achievements, become more engaged and involved in their own learning and have become more aware of the educational goals they are working towards and also more aware of the strategies about “how to get there”. The project has also been working for peer feedback developed with the support of the use of Ipads and smartboard as tools to give the student opportunities to reflect on their own and their peers' learning by watching videotaped lessons.
  •  
47.
  • Östlund, Daniel, 1974-, et al. (författare)
  • Professionell utveckling inom “Bedömning för lärande” i relation till elever med kognitiva funktionsnedsättningar
  • 2015
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)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 (Compulsory school for students with intellectual disabilities). In the recent decades there has been an overall movement towards more collaborative forms of developing the pedagogical practice in Swedish schools and this project draws on collaboration between the professionals in the school (special teachers and paraprofessionals), the municipality and researchers from two universities (Kristianstad university and Malmö University). The aim with the project was to contribute to the teachers and the paraprofessional’s professional development within in the field of assessment forlearning (AfL) with the purpose to improve the students achievements. Research by Black & Wiliam (1998) and Hattie (2008) has shown that assessment for learning (AfL)/formative assessment is a powerful tool to improve students’ achievements, but there is not much research conducted in this field in relation to students with developmental disabilities. This research and development project can hopefully contribute with new knowledge in this field. The data material is drawn from observations, interviews, group discussions and documents produced in the project and were collected in a Swedish primary school over a period of 12months.. 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 the 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 subject of action, responsibility and independence. Preliminary results indicate that both teachers and paraprofessionals has developed their educational philosophy and has developed the ability to give students feedback that the helps the students to improve their learning. From a student perspective, the students has, through the professionals' changed way of giving feedback and informing the students about their achievements, become more engaged and involved in their own learning and have become more aware of the educational goals they are working towards and also more aware of the strategies about “how to get there”. The project has also been working for peer feedback developed with the support of the use of Ipads and smartboard as tools to give the student opportunities to reflect on their own and their peers' learning by watching videotaped lessons.
  •  
48.
  • Östlund, Daniel, et al. (författare)
  • Professionell utveckling inom “Bedömning för lärande” i relation till elever med kognitiva funktionsnedsättningar
  • 2015
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)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 (Compulsory school for students with intellectual disabilities). In the recent decades there has been an overall movement towards more collaborative forms of developing the pedagogical practice in Swedish schools and this project draws on collaboration between the professionals in the school (special teachers and paraprofessionals), the municipality and researchers from two universities (Kristianstad university and Malmö University). The aim with the project was to contribute to the teachers and the paraprofessional’s professional development within in the field of assessment forlearning (AfL) with the purpose to improve the students achievements. Research by Black & Wiliam (1998) and Hattie (2008) has shown that assessment for learning (AfL)/formative assessment is a powerful tool to improve students’ achievements, but there is not much research conducted in this field in relation to students with developmental disabilities. This research and development project can hopefully contribute with new knowledge in this field. The data material is drawn from observations, interviews, group discussions and documents produced in the project and were collected in a Swedish primary school over a period of 12months.. 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 the 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 subject of action, responsibility and independence. Preliminary results indicate that both teachers and paraprofessionals has developed their educational philosophy and has developed the ability to give students feedback that the helps the students to improve their learning. From a student perspective, the students has, through the professionals' changed way of giving feedback and informing the students about their achievements, become more engaged and involved in their own learning and have become more aware of the educational goals they are working towards and also more aware of the strategies about “how to get there”. The project has also been working for peer feedback developed with the support of the use of Ipads and smartboard as tools to give the student opportunities to reflect on their own and their peers' learning by watching videotaped lessons.
  •  
49.
  • Överbryggande specialpedagogik : goda möten för gemenskap och lärande
  • 2010
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • Under läsåret 2009-2010 gavs för tredje och sista gången en kurs omfattande 30 högskolepoäng (hp) inom specialpedagogik som introduktion och förberedelse inför fortsatta studier på de specialpedagogiska programmen, dvs. för att utbilda sig till specialpedagog eller speciallärare. Läsåret därpå komprimerades denna kurs till att endast omfatta 22,5 högskolepoäng (hp) och fick därmed huvudfokus på det självständiga arbetet motsvarande 15 hp, som, bl.a. Lärarutbildningen i Malmö, har som förkunskapskrav för att bli antagen till de specialpedagogiska programmen. Vi som står som redaktörer för denna samling bestående av sju uppsatser på grundläggande nivå, har varit kursledare (Barbro Bruce) respektive examinator för merparten av uppsatserna (Lotta Anderson). Vi har skrivit den sammanbindande kappatexten och gjort en innehållsmässigt logisk ordningsföljd av uppsatserna utifrån ett tidsperspektiv av barnets vistelse i pedagogiska verksamheter från förskola till grundskola. Utöver denna sammanbundna version med gemensam kappa, så existerar vart och ett av dessa sju arbeten och finns publicerade på MUEP, Malmö högskolas elektroniska publiceringsplats. Det faktum att denna kurs hade förhållandevis många campustillfällen gjorde att studenterna träffades regelbundet och hade därför tid att komma in på djupet i de centrala specialpedagogiska frågorna. Gruppen sammansvetsades, vilket fick till följd att det var ”högt i tak” under diskussionerna. Detta påverkade även kursledaren, som gavs många tillfällen att vara moderator och se till att alla perspektiv blev belysta i den specialpedagogiska väv som växte fram. När det var dags att hitta uppslag för det självständiga arbetet hade vi ett idéseminarium, där var och en fritt fick spåna utifrån sin/a intresseinriktning/ar. Det var i samband med detta seminarium som det stod klart att variationen i de olika uppslagen tillsammans täckte in de allra mest centrala specialpedagogiska frågorna, där själva ”mötet” har en överordnad och samordnande roll för uppsatsernas teman: pedagogens kompetens och erfarenheter, miljöns utformning, synen på inkludering, studiemotivation, pedagogik och sist men inte minst upplevelse av stress hos barn. Dessa aspekter berör allesammans förutsättningar för lärande, som ju kännetecknas av att den som lär själv är trygg men också aktiv. Särskilt tydligt blir allt detta ur perspektivet ”En skola för alla”, där utmaningen är att kompensera – eller ”överbrygga” för brister i förutsättningar, antingen i miljön eller hos individen. Det faktum att denna kurs benämndes ”överbryggande” kom därför att utgöra grunden för en dubbeltydighet. Samtidigt som kursens funktion var ”överbryggande” för att komma vidare till studier på de specialpedagogiska programmen, var fokus även att ”överbrygga” brister i förutsättningar för delaktighet och lärande i förskolan såväl som i skolan. Uppsatsförfattare: Helena Axner, Anneli Björk, Ann-Kristin Carlsson, Mattias Dacke, Mikael Hansén, Jessica Liljedahl Ahlbeck, Ingela Lorin, Tommy Nilsson, Karina Petersson, Dubravka Radic, Kristina Strömberg, Eva Sundberg, Jenny Tenggren, Christel Åkesson
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