| 1. |
- Ibragimova, Nina, et al.
(författare)
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The utility of ICF for describing interaction in non-speaking children with disabilities : caregiver ratings and perceptions
- 2007
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Ingår i: Disability and Rehabilitation. - : Informa Healthcare. - 0963-8288 .- 1464-5165. ; 29:22, s. 1689-1700
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: The purpose of the study is to explore the utility of the International Classification of Functioning, Disability and Health (ICF) when assessing caregivers' perceptions of interaction and factors related to interaction in non-speaking children with disability.METHOD: A questionnaire with focus on interaction and related factors was constructed by linking questions in existing instruments to ICF and was completed by 208 professionals and parents of 195 non-speaking children with disabilities in Russia. Caregivers' descriptions of interaction in open-ended questions were qualitatively analysed and compared to selected caregivers' ratings of children's functioning and environment in the questionnaire based on ICF.RESULTS: In the open-ended questions about interaction the caregivers described modes of communication children used, situations in which interactions took place, positive and negative aspects of interactions. Thirty eight respondents described interaction with children negatively, 66 neutrally, and 76 positively. Statistical analyses revealed significant differences among the three groups of respondents concerning their ratings of children's functioning and environment in the ICF-based questionnaire.CONCLUSIONS: The ICF-related items in the questionnaire corresponded to caregivers' perceptions of interaction, which shows their relevance for the description of interactions. ICF is feasible in describing of interaction and interaction-related factors in non-speaking children with disabilities in Russia.
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| 2. |
- Pless, Mia, et al.
(författare)
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Evaluation of in-service training in using the ICF and ICF version for children and youth
- 2009
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Ingår i: Journal of Rehabilitation Medicine. - : Medical Journals Sweden AB. - 1650-1977 .- 1651-2081. ; 41:6, s. 451-458
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To study the effects of in-service training on staff's self-reported knowledge, understanding use of the International Classification of Functioning, Disability and Health (ICF) and ICF Children and Youth version (ICF-CY). DESIGN: Quasi-experimental with a questionnaire prior to training and another one year after training. METHODS: Intervention was in-service training in using the ICF and ICF-CY. Subjects were 113 professionals working in habilitation services. Two subgroups were compared: (i) subjects who reported one year after the training that they had used the ICF and ICF-CY in daily practice; and (ii) subjects who had not used these frameworks. RESULTS: The gender, age, and years of work experience of the members in the subgroups were similar. The professionals who used what they learnt from the training, and who already had knowledge about and a positive attitude to the ICF/ICF-CY prior to the training, were found to benefit most from the training. They also increased their ability to apply it to statements about everyday work. These professionals should focus on increasing their understanding and use of the ICF/ICF-CY in their everyday work and in assessment, while those who have limited prior knowledge of the ICF/ICF-CY should focus on gaining knowledge and understanding the purpose, terms and components of the framework. CONCLUSION: It is recommended that in-service training in using the ICF and ICF-CY is tailored to different groups of professionals depending on their degree of knowledge of the ICF/ICF-CY.
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| 3. |
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| 4. |
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| 5. |
- Baric, Vedrana B., et al.
(författare)
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Partnering for change (P4C) in Sweden : a study protocol of a collaborative school-based service delivery model to create inclusive learning environments
- 2023
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Ingår i: BMC Public Health. - : Springer Nature. - 1471-2458. ; 23:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Inclusive learning environments are considered as crucial for children's engagement with learning and participation in school. Partnering for change (P4C) is a collaborative school-based service delivery model where services are provided at three levels of intensity based on children's needs (class, group-, individual interventions). Interventions in P4C are provided universally to support all children with learning, not only children with special education needs (SEN), and as such are expected to be health-promoting.Aim: The aim of the study is to evaluate the effectiveness and cost-effectiveness of P4C as well as school staff members' and children's experiences after P4C.Methods: In a parallel, non-randomised controlled intervention design, 400 children, aged 6-12 years, and their teachers, will be recruited to either intervention classes, working according to the P4C, or to control classes (allocation ratio 1:1). Data will be collected at baseline, post-intervention (4 months), and 11 months follow-up post baseline. The primary outcome is children's engagement with learning in school. Secondary outcomes include for example children's health-related quality of life and wellbeing, occupational performance in school, attendance, and special educational needs. The difference-in-differences method using regression modelling will be applied to evaluate any potential changes following P4C. Focus group interviews focusing on children, and professionals' experiences will be performed after P4C. A health economic evaluation of P4C will be performed, both in the short term (post intervention) and the long term (11-month follow-up). This study will provide knowledge about the effectiveness of P4C on children's engagement with learning, mental health, and wellbeing, when creating inclusive learning environments using a combination of class-, group- and individual-level interventions.
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| 6. |
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| 7. |
- Björck-Åkesson, Eva, 1952-, et al.
(författare)
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The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention - feasibility and usefulness as a common language and frame of reference for practice
- 2010
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Ingår i: Disability and Rehabilitation. - London : Taylor & Francis. - 0963-8288 .- 1464-5165. ; 32:S1, s. S125-S138
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Tidskriftsartikel (refereegranskat)abstract
- Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.
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| 8. |
- Bostrom, S., et al.
(författare)
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Evaluation of the Collaborative and Proactive Solutions Model in an Alternative Educational Setting
- 2024
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Ingår i: Education Sciences. - : Multidisciplinary Digital Publishing Institute (MDPI). - 2227-7102. ; 14:3
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to evaluate the Collaborative and Proactive Solutions (CPS) intervention in an alternative educational setting for students with behavioural problems. The effect of the CPS intervention on students’ off-task behaviour was studied using a single-subject experimental design that included two students with behavioural problems via systematic direct observations and direct behaviour ratings. The usability of the CPS intervention was investigated through questionnaires and interviews with the participating students and teacher assistant. The results revealed no significant effects of the CPS intervention on students’ off-task behaviour. The students and teacher assistant viewed the CPS intervention as acceptable but the teacher assistant’s ratings of the feasibility of the intervention were lower, together with the ratings of the extent to which the intervention matched the socio-political climate of the educational setting.
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| 9. |
- Dada, Shakila, et al.
(författare)
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A review of interventions for children and youth with severe disabilities in inclusive education
- 2023
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Ingår i: Cogent Education. - : Taylor & Francis. - 2331-186X. ; 10:2
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Forskningsöversikt (refereegranskat)abstract
- Children with severe disabilities are often excluded from educational opportunities due to inter alia attitudinal barriers and a lack of teacher training. This scoping review paper assessed intervention studies focused on inclusive education for children with severe disabilities. It was found that a total of 13 studies met the review's inclusion criteria. The results revealed a paucity of literature and highlighted five main areas of focus in the available intervention studies. The majority of intervention studies were found to be focused on increasing engagement, reducing behaviours and improving social inclusion as outcomes. There was limited focus on studies focusing on the improvement of academic outcomes.
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| 10. |
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| 11. |
- Göransson, Kerstin, 1955-, et al.
(författare)
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Segregated education as a challenge to inclusive processes : a total population study of Swedish teachers' views on education for pupils with intellectual disability
- 2022
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Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 26:14, s. 1367-1382
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Tidskriftsartikel (refereegranskat)abstract
- Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling.
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| 12. |
- Göransson, Kerstin, et al.
(författare)
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Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning : En enkätstudie
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Forskningsprojektet ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning” är finansierat av Vetenskapsrådet. I den här rapporten redovisas resultat från delprojekt 1. Syftet med rapporten är att ge en övergripande och representativ bild av specialpedagogers och speciallärares yrkesroll. Det empiriska materialet utgörs av data från en enkätundersökning som omfattar alla som tagit specialpedagog- eller speciallärarexamen från och med 2001 års examensordning (4252 personer, svarsfrekvens 75%). I rapporten redovisas vilka kunskaper och värderingar yrkesgrupperna bedömer att deras utbildning har resulterat i, vilka arbetsuppgifter de menar kännetecknar deras praktiserande av yrkesrollen, och även vilka förutsättningar yrkesgrupperna har att hävda en specifik expertis vad gäller att identifiera och arbeta med skolproblem. Rapporten riktar sig i främsta hand till praktiskt verksamma inom skolverksamheten på olika nivåer, lärarutbildare och blivande specialpedagoger och speciallärare.
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| 13. |
- Hellblom-Thibblin, Tina, et al.
(författare)
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Biopsychosocial model and the ICF-CY in in-service training : general educators' reflections
- 2012
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Ingår i: International Journal of Developmental Disabilities. - 2047-3869. ; 58:1, s. 12-19
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Tidskriftsartikel (refereegranskat)abstract
- Provision of support to enhance participation of children with disabilities in inclusive classrooms is a challenge for general educators, special educators, and other professionals involved in work with children with disabilities. In this study, the biopsychosocial model in the ICF-CY has been used to construct in-service training for general educators about children with disabilities. The effects on in-service training have been evaluated through analysis of general educators' reflections about their competence to meet special needs of children with disabilities at the end of the course. The results show that general educators consider ICF-CY model to be a useful tool in searching for explanations to problems that can arise in classroom but also expressed need for interprofessional collaboration. At the end of the course, the educators reflected on both pedagogical competence to meet children's needs and knowledge about children with disabilities. The results raise the importance of knowledge about how different disabilities can be formulated and understood in a problem-solving process.
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| 14. |
- Johansson, Anna, et al.
(författare)
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Special needs educators' roles and work in relation to recently arrived immigrant pupils in need of special educational support
- 2021
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Ingår i: Journal of Research in Special Educational Needs. - : WILEY. - 1471-3802. ; 21:4, s. 355-367
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Tidskriftsartikel (refereegranskat)abstract
- Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes' (1958) concept of 'dirty work' and Abbott's theory of profession (1988).
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| 15. |
- Johansson, Anna, et al.
(författare)
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The Professional Role of Special Needs Educators in Sweden Related to Special Support and Development of Learning Environments for Immigrant Students
- 2023
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Ingår i: Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries. - : Routledge. - 9781032355900 - 9781003807872 - 9781032355894
-
Bokkapitel (refereegranskat)abstract
- This chapter is based on a study aimed at deepening our knowledge about SNEs’ work and the development of learning environments in relation to special educational needs (SEN) and special needs education for immigrant students. The study’s result is based on a survey answered by Swedish special needs educators (SNEs). The importance of this research can, for example, be seen through statistics showing difficulties for immigrant students to qualify for upper secondary school in Sweden. The results from the study indicate that SNEs are somewhat detached from the direct work with these students. Instead, SNEs devote time to administration and supervision. Direct support is provided by tutors in the students’ mother tongue, class and subject teachers. When SNEs describe developments of learning environments for immigrant students at their schools, small groups and individual teaching for language learning appear to exist in parallel with general solutions (i.e., “one size fits all” approach). The chapter questions the extent to which the Nordic model, characterized by an ambition to create democratic learning environments, provides equal opportunities for all learners and creates inclusive schools.
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| 16. |
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| 17. |
- Karlberg, Martin, 1969-, et al.
(författare)
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The Importance of School Pedagogical and Social Climate to Students’ Unauthorized Absenteeism – a Multilevel Study of 101 Swedish Schools
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis Group. - 0031-3831 .- 1470-1170. ; 66:1, s. 88-104
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Tidskriftsartikel (refereegranskat)abstract
- While individual and family factors behind students’ school absenteeism are well-researched, fewer studies have addressed school climate factors. This study investigated the association between school climate in Swedish schools and students’ absenteeism. A multi-informant survey of school climate was conducted in 101 schools and analysed in relation to the history of absenteeism of 2770 students attending those schools in the 7th grade at inception, with follow-up until completion of the compulsory school (9th grade). Data on absenteeism was extracted from schools’ registers. Student (but not teacher) positive ratings of school climate were associated with lower absenteeism between the age of 13 and the age of 16. The associations between student rated school climate and absenteeism appeared stronger among students with highly educated parents.
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| 18. |
- Klang Ibragimova, Nina, 1978-, et al.
(författare)
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Using content analysis to link texts of assessment and intervention to International Classification of Functioning, Disability and Health - version for children and youth (ICF-CY)
- 2011
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Ingår i: Journal of Rehabilitation Medicine. - : Medical Journals Sweden AB. - 1650-1977 .- 1651-2081. ; 43:8, s. 728-733
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To explore how content analysis can be used together with linking rules to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health version for children and youth (ICF-CY).Methods: Individual habilitation plans containing texts on assessment and intervention for children with disabilities and their families were linked to the ICF-CY using content analysis. Texts were first divided into meaning units in order to extract meaningful concepts. Meaningful concepts that were difficult to link to ICF-CY codes were grouped, and coding schemes with critical attributes were developed. Meaningful concepts that could not be linked to the ICF-CY were assigned to the categories "not-definable" and "not-covered", using coding schemes with mutually exclusive categories.Results: The size of the meaning units selected resulted in different numbers and contents of meaningful concepts. Coding schemes with critical attributes of ICF-CY codes facilitated the linking of meaningful concepts to the most appropriate ICF-CY codes. Coding schemes with mutually exclusive categories facilitated the classification of meaningful concepts that could or could not be linked to the ICF-CY.Conclusion: Content analysis techniques can be applied together with linking rules in order to link texts on assessment and intervention to the ICF-CY.
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| 19. |
- Klang, Nina, 1978-, et al.
(författare)
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A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms
- 2020
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Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 11
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Tidskriftsartikel (refereegranskat)abstract
- Concerning challenges with the social inclusion of children with special educational needs (SEN), it is imperative to evaluate teacher interventions that promote social inclusion. This study aimed to investigate the effects of cooperative learning (CL) intervention on social inclusion. In addition, it was investigated to what degree CL implementation affected the outcomes. Fifty-six teachers of 958 fifth-grade children were randomly selected to intervention and control groups upon recruitment to the study. The intervention teachers received training and coaching in CL and implemented this approach three to four times a week for 15 weeks. The results showed a significant but small effect of CL on children’s social acceptance, but no significant effect on children’s friendships and perceptions of classroom relationships. The degree of CL implementation had effect on children’s social acceptance, but the effect was not consistent across social acceptance measures as a friend or a groupmate. Thus, it can be concluded that CL, conducted with the length and intensity of this study, may not lead to substantial changes in the social inclusion of children with SEN. In future studies, more focus needs to be devoted to teacher implementation of the CL approach.
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| 20. |
- Klang, Nina, 1978-
(författare)
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Applicability of the ICF-CY to describe functioning and environment of children with disabilities
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis, with four empirical studies, was to explore the applicability of the International Classification of Functioning, Disability and Health, version for children and youth (ICF-CY) to describe functioning and environment of children with disabilities. The components and categories in the ICF-CY were explored by studying items in ICF-CY based questionnaires in studies I and II and by linking texts of individual habilitation plans to the ICF-CY in studies III and IV. Professionals’ perceptions of the applicability of the ICF-CY and the ICFCY questionnaire were investigated in study II. In study IV changes in focus on ICF-CY components in documentation of individual habilitation plans were explored after in-service training in the ICF-CY. Studies I and II found variations in ratings of questionnaire items based on the performance qualifier in component Activities and participation. The variations may be explained by the context in which ratings were made and by expectations and perceptions of those who made ratings. The results indicated challenges in constructing universal measures of the performance qualifier. The studies also indicated limitations in the use of items based on Environmental factors, when used separately from items in Activities and participation. Studies II and III found that the categories in the components Body functions and Activities and participation were interrelated. Study III indicated challenges in describing family situation and children’s psychosocial environment in the Environmental factors. In study II the professionals described advantages and challenges in the use of the ICFCY and suggested necessary changes to the ICF-CY questionnaire. Study IV found that the professionals in child and youth habilitation described children’s functioning more precisely and in more detail after in-service training. Overall, the results suggest both advantages and challenges of the ICFCY when used to describe functioning and environment of children with disabilities. The results call for a need of a combined use of the categories from all the ICF-CY the components.
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| 21. |
- Klang, Nina, 1978-, et al.
(författare)
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Barn med flerfunktionsnedsättning - samspel och social inkludering : Rapport från ett samverkansprojekt
- 2019
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Vi presenterar en rapport från ett samarbetsprojekt mellan lärare från en skola i Uppsala och forskare från Uppsala och Stockholms universitet. Idén till projektet uppkom i samband med en AIMday funktionshinder, då lärarna i en grundsärskoleklass med elever med flerfunktionsnedsättning kom med frågan “Hur främjar man inkludering?” Några år innan projektet startade flyttades grundsärskolan till lokaler som är avgränsade från resten av skolan. Skolgårdarna låg inte nära varandra vilket innebar att eleverna från grundsärskolan och grundskolan inte möttes naturligt på rasterna. Organisationen förändrades också så att olika rektorer ansvarade för grundsärskolan och grundskolan. Lärarna på grundsärskolan upplevde att deras elever var isolerade och att de skulle ha glädje av mer kontakt med elever från grundskolan. För att få till stånd en förändring påbörjade de ett samarbete med förskoleklassen där eleverna från förskoleklassen besökte grundsärskoleklassen. Lärarna ville ha stöd från forskare i projektet. Ett samarbete startade och lekaktiviteter för att främja samspelet mellan barn med och utan funktionsnedsättningar prövades. Forskarna deltog som bollplank, följde lekaktiviteterna med hjälp av videoobservationer och intervjuer. Forskarna och lärarna diskuterade och dokumenterade de rutiner lärarna redan påbörjat. Projektet genomfördes med stöd från Vinnova Step-up och Forum för samverkan vid Uppsala universitet.
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| 22. |
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| 23. |
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| 24. |
- Klang, Nina, 1978-, et al.
(författare)
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Enacting the role of special needs educator : six Swedish case studies
- 2017
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 32:3, s. 391-405
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Tidskriftsartikel (refereegranskat)abstract
- With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From a survey of SNEs in 10 Swedish municipalities, six participants whose work tasks were expected to correspond to the degree ordinances for their university training were chosen. The participants were followed at work, and data were collected through observation of the participants at work, participants’ diaries and interviews with the participants, their teacher colleagues and their school principals. The analysis involved both quantitative and qualitative methods. First, based on the researchers’ observations of the participants at work, categories of SNEs’ tasks were discerned, and the amount of time devoted to those categories of tasks was summarised. Second, case study narratives of the SNEs’ work were constructed to describe how the participants, their teacher colleagues and their school principals view the SNE role and to describe how the work is enacted in various school contexts. The results revealed seven categories of work tasks practised to varying degrees by the six SNEs. The case study narratives exposed large variation in how the SNEs conceptualised their role and how it evolved in relation to local school contexts. The results of the study are discussed with regard to the role of the SNE in relation to policies of inclusion.
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| 25. |
- Klang, Nina, 1978-, et al.
(författare)
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Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings
- 2020
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Ingår i: International journal of disability, development and education. - : Taylor & Francis. - 1034-912X .- 1465-346X. ; 67:2, s. 151-166
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Tidskriftsartikel (refereegranskat)abstract
- The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N?=?254) and special educational settings (N?=?392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers? in the two settings devoted approximately similar amount of time to learner- centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils? performance but lower focus on supporting pupils? social participation. Support of pupils? social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil?s social participation in mainstream settings.
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| 26. |
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| 27. |
- Klang, Nina, 1978-, et al.
(författare)
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Intervention combining cooperative learning and instruction in reading comprehension strategies in heterogeneous classrooms
- 2022
-
Ingår i: Nordic Journal of Literacy Research. - : Nordic Open Access Scholarly Publishing (NOASP). - 2464-1596. ; 8:1, s. 44-64
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate the effects of intervention, combining instruction in cooperative learning and reading comprehension strategies on students’ reading comprehension in grade 5. The teachers in the experiment group implemented the intervention while the teachers in the control group received training in reading comprehension strategies and taught as usual. Students in the experiment group and control group participated in tests of reading comprehension before and after the intervention. The results showed that being a part of the experiment group did not lead to greater gains in reading comprehension above the control group. Students of teachers who did not fully implement the intervention attained higher scores on reading comprehension than students in the control group. Students of teachers who fully implemented the intervention, on the other hand, received lower scores. The results are discussed with regard to research on teachers’ integration of intervention into their instructional routines.
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| 28. |
- Klang, Nina, 1978-, et al.
(författare)
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Mathematical Problem-Solving Through Cooperative Learning-The Importance of Peer Acceptance and Friendships
- 2021
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Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 6
-
Tidskriftsartikel (refereegranskat)abstract
- Mathematical problem-solving constitutes an important area of mathematics instruction, and there is a need for research on instructional approaches supporting student learning in this area. This study aims to contribute to previous research by studying the effects of an instructional approach of cooperative learning on students' mathematical problem-solving in heterogeneous classrooms in grade five, in which students with special needs are educated alongside with their peers. The intervention combined a cooperative learning approach with instruction in problem-solving strategies including mathematical models of multiplication/division, proportionality, and geometry. The teachers in the experimental group received training in cooperative learning and mathematical problem-solving, and implemented the intervention for 15 weeks. The teachers in the control group received training in mathematical problem-solving and provided instruction as they would usually. Students (269 in the intervention and 312 in the control group) participated in tests of mathematical problem-solving in the areas of multiplication/division, proportionality, and geometry before and after the intervention. The results revealed significant effects of the intervention on student performance in overall problem-solving and problem-solving in geometry. The students who received higher scores on social acceptance and friendships for the pre-test also received higher scores on the selected tests of mathematical problem-solving. Thus, the cooperative learning approach may lead to gains in mathematical problem-solving in heterogeneous classrooms, but social acceptance and friendships may also greatly impact students' results.
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| 29. |
- Klang, Nina, 1978-
(författare)
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Promoting Interaction and Shared Play Between Children with Profound Multiple Disabilities and Children Without Disabilities – a Pilot Study
- 2023
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Ingår i: International Journal of Special Education. - : SPED Ltd. - 0827-3383 .- 1917-7844. ; 38:3, s. 60-69
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Tidskriftsartikel (refereegranskat)abstract
- Previous research shows that opportunities for shared interaction and play are beneficial for both children with and without disabilities. However, children with disabilities often experience limited opportunities to engage in play with peers. This study aimed to get insight into how interaction between children with profound multiple disabilities and children without disabilities can be promoted. Actions to promote shared play were explored through interviews with teachers and children in the course of a collaborative project with teachers at a school for children with an intellectual disability, situated within a mainstream school. According to the interviewed teachers, play could be promoted through adapting play rules, and materials, providing adult support, developing communication potentials, and time for play. The participating children without disabilities conveyed expressions of enjoyment and expressed ideas of how to support children with disabilities and adapt activities so that everybody could be a part of them. The results are discussed in light of previous research on creating opportunities for shared play between children with and without disabilities.
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| 30. |
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| 31. |
- Klang, Nina, 1978-, et al.
(författare)
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The content of goals in individual educational programs for students with complex communication needs
- 2016
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Ingår i: Augmentative and Alternative Communication. - : Taylor & Francis. - 0743-4618 .- 1477-3848. ; 32:1, s. 41-48
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study was to explore the contents of communication-related goals in individualized education programs (IEPs) for students with complex communication needs. Goals in 43 IEPs were linked to the International Classification of Functioning, Disability and Health, Children and Youth version (ICFCY).The results show that the communication-related IEP goals contain information on multiple domains of functioning in the ICF-CY. However, judging by the amount of codes linked to ICF-CY chapters, the IEPs contain a relatively small proportion of goals that focus on interaction with others, or participation in classroom and leisure activities. Special education teachers and speech-language pathologists working with students with complex communication needs may need support to formulate communicationrelated IEP goals with a focus on interaction and participation in school activities.
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| 32. |
- Möllås, Gunvie, et al.
(författare)
-
Specialpedagogers/speciallärares arbete i den dagliga skolpraktiken : En analys av sex fallstudier
- 2017
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Vilka arbetsuppgifter ingår i specialpedagogernas vardagspraktik? Vilka kontextuella villkor och förutsättningar bidrar till att forma den specialpedagogiska yrkesrollen samt vilka strategier använder specialpedagogerna sig själva av för att stärka och forma sin yrkesroll? Frågorna ligger till grund för den analys av sex fallstudier som presenteras i den här rapporten. Studien utgör den tredje delstudien inom ett större forskningsprojekt ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning”, vilket har finansierats av Vetenskapsrådet. Samtliga respondenter är anställda som specialpedagoger, men har varierande bakgrund och utbildning. Syftet har varit att undersöka hur specialpedagogrollen konstitueras i grundskolans vardagliga och lokala praktiker. Datamaterialet består av dokument, fältanteckningar från observationer, informella samtal och intervjuer samt respondenternas egna dagboksinspelningar. Rapporten riktar sig främst till verksamma aktörer inom grundskolan på olika nivåer (förvaltningspersonal, rektorer, elevhälsans personal, specialpedagoger, speciallärare, lärare m fl), blivande specialpedagoger och speciallärare samt lärarutbildare.
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| 33. |
- Nylen, Kata, et al.
(författare)
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Knowledge and Will : An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden
- 2021
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 12
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Tidskriftsartikel (refereegranskat)abstract
- School-wide positive behavior support (SWPBIS) is a well-evaluated school approach to promoting a positive school climate and decreasing problem behaviors. Initial implementation is one of the most critical stages of program implementation. In this qualitative study, the initial implementation of SWPBIS in Swedish schools was studied using an implementation model of behavior change as guidance for interviews and analyses. The study makes significant contributions to previous research as little is known of the implementation of SWPBIS in Swedish context. Focus-group interviews were conducted with 59 professionals on implementation teams from nine schools. Themes were extracted according to implementation team members' perceptions and descriptions of how the initial implementation was carried out. The results of this study revealed relevant themes within the three domains of Capability, Opportunity, and Motivation. Core features were found under the themes of knowledge and experience of similar evidence-based programs, process or result orientation, time, manual content, organizational prerequisites, team functioning, implementation leadership, program as a unifying factor, program aligning with staff beliefs, plausible expectations, and emotional reinforcement. Results are discussed in terms of how they can be used in continuing to develop the Swedish model of SWPBIS. Implications regarding implementation in Swedish schools are discussed, as is the applicability of the model of behavior change for studying implementation in schools.
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| 34. |
- Pless, Mia, et al.
(författare)
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Att koda enligt ICF
- 2011
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Ingår i: Handbok i att använda ICF och ICF-CY. - Lund : Studentlitteratur. - 9789144056371 ; , s. 111-128
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 35. |
- Pless, Mia, et al.
(författare)
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ICF som klassifikation
- 2011
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Ingår i: Handbok i att använda ICF och ICF-CY. - Lund : Studentlitteratur. - 9789144056371 ; , s. 53-70
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 36. |
- Pless, Mia, et al.
(författare)
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ICF som tankemodell.
- 2011. - 1
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Ingår i: Handbok i att använda ICF och ICF-CY. - Lund : Studentlitteratur. - 9789144056371 ; , s. 19-36
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 37. |
- Sandström, Margareta, et al.
(författare)
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Bureaucracies in schools - approaches to support measures in Swedish schools seen in the light of Skrtic’s theories
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 63:1, s. 89-104
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, policy changes for provision of special support have been introduced, implying that teachers are obliged to provide and evaluate extra adaptations in regular classrooms prior to referring pupils to special support. The policy changes raise questions about school staffs’ views of support measures and of necessary professional competence for provision of the support measures. We conducted focus group interviews with 60 school staff representatives—headmasters, general education teachers, and special educators/school welfare teams—about their understandings of the new policy. The data were analyzed qualitatively, with the objective to explore school staffs’ approaches to the policy changes. Two main “ideal type approaches” were discerned, using Skrtic’s theories, viz. the bureaucracy approach and adhocracy approach. In the light of Skrtic’s theory, professionals’ reasoning about the new policy may reflect difficulties that are encountered in the process of implementing the policy in bureaucracy-steered schools.
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| 38. |
- Wilder, Jenny, 1976-, et al.
(författare)
-
Sweden
- 2017
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Ingår i: The Praeger International Handbook of Special Education. - : Praeger. - 9781440847264 ; , s. 104-118
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 39. |
- Zakirova Engstrand, Rano, et al.
(författare)
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Reporting of Cultural Factors in Autism Research Publications in Sweden : Application of the GAP-REACH Checklist
- 2018
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Ingår i: Review Journal of Autism and Developmental Disorders. - : Springer Science and Business Media LLC. - 2195-7177 .- 2195-7185. ; 5:4, s. 390-407
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Forskningsöversikt (refereegranskat)abstract
- Systematic reporting of cultural variables in research publications is important to address disparities in diagnostics and treatment for children with ASD from diverse backgrounds. The present review examined reporting of cultural factors in ASD publications in the Swedish research context by using the GAP-REACH checklist developed by the Cultural Committee of the Group for the Advancement of Psychiatry. Thirty peer-reviewed articles published in English between 2013 and 2015 met inclusion criteria. Depending on research designs, 46% of the reviewed studies defined cultural factors using various proxies for ethnicity to describe study participants; none of the studies used the race variable; 23.3% provided rationale for inclusion of cultural factors. The checklist in its modified form is applicable within the Swedish context.
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| 40. |
- Örberg, Mimmi, et al.
(författare)
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Viewing inclusion through the lens of democracy-Conceptualizations and enactments in three early childhood educational settings
- 2024
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Ingår i: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802.
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Tidskriftsartikel (refereegranskat)abstract
- Research on inclusion in early childhood educational (ECE) settings points to the need for a deeper understanding of professionals' perceptions of the dilemmas and challenges situated in the varying contexts of these settings. Viewing inclusion as a complex phenomenon, this study uses the Deweyan theory of democracy as a lived experience to describe how professionals in three ECE settings understand the values of inclusion and democracy and how these values are enacted in their everyday practices of creating democratic communities. Three case studies were conducted, including individual interviews with head teachers, focus-group interviews with professionals and semi-structured observations in three ECE settings. The results show that the three settings present unique prerequisites and challenges for the building of democratic communities related to the varying views on inclusion and democracy. The understandings of values of inclusion and democracy and how these are enacted in the three ECE settings are discussed with regard to the possibilities and obstacles involved in the creation of democratic communities.
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| 41. |
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