| 1. |
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| 2. |
- Anderson, Lotta, et al.
(författare)
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Med fokus på samspel : Att använda video i specialpedagogisk forskning
- 2009
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :4, s. 81-103
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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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| 3. |
- Avery, Helen
(författare)
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Moving together – conditions for intercultural development at a highly diverse Swedish school
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is a case study of a primary school in a highly diverse urban neighbourhood in Sweden. Basic pre-conditions for intercultural school development are studied by examining the overall organisation of teaching, learning and opportunities for collaboration in the investigated case. The study focuses on the targeted support measures to enhance learning for students with an immigrant background: Mother tongue instruction, Swedish as a Second Language, and tutoring in the mother tongue, as well as looking at pedagogical support provided by the school library. The latter has a mission to promote learning and inclusion, where non-native speakers of Swedish are a prioritised group.Communities of practice linked to the work organisation at a meso-level are investigated, and the collaborative relationships between professional groups at the school involved in the various support measures. Teacher relationships and categorisations implied by support measures impact the learning spaces that are shaped for students and the teaching spaces within which teachers work. Collaborative opportunities and convergence of concerns in the teaching spaces combine to shape the overall space for intercultural development.The raw data for the case study consists of interviews, national policy documents and additional information on local work organisation gained through documents and observations. Four articles resulted from the case study, each focusing a specific support measure. An overarching analysis is then made of findings from these articles and the other dimensions of the investigation. The analysis describes the organisation in terms of monocultural or intercultural school cultures, pointing to significant characteristics of the landscapes of practice, with respect to their overall implications for the spaces of school development. In the discussion, findings are considered in relation to research on professional development in education, collaboration, democracy and inclusive schooling.The relative positioning of languages and cultures is given particular attention, to ascertain if the school culture is monocultural or intercultural in the sense given by Lahdenperä (2008), and to what extent it could enable intercultural development. Such positioning plays a role interms of affordances for identity, participation and engagement discussed by Wenger (1998).This case study should be understood against the wider background of recent social developments in Europe linked to globalisation and technological changes. It is argued that looking at the concrete specifics which facilitate or obstruct school development, and simultaneously reflecting on how the different forms of teaching interrelate in the overall organisation and in policy may provide a useful vantage point from which structural changes can be contemplated.The discussion underlines the importance of the physical localisation of activities, continuity in personal contacts and time available for joint pedagogical reflection, as basic conditions for effective intercultural dialogue in the organisation. Finally, the impact of policy is considered, looking at connections between levels of policy, expressed in official steering documents, and conditions for teaching and learning at the level of an individual school.
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| 4. |
- Carlsson, Reidun, 1948-
(författare)
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Gamla mönster i nya former? Tre studier om specialpedagogik i teori och praktik
- 2010
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the research presented here is to examine challenges in the special needs support tradition and the consequences of these challenges with the aim of increasing knowledge regarding the opportunities and constraints that are created as partof the support. In addition, the overarching study aims to highlight issues of democracyand inclusion in the social practices that are focused here and in what manner theseemerge and are framed. These aims are examined through three separate studies.The first study theoretically examines the central concepts of democracy and inclusionin school policy. The central query here relates to what possible consequences differentmodels of democracy imply vis-à-vis inclusive processes and what possibilities exist forchallenging traditions in special need education? Tradition has often been recognized asan important factor for compensating individuals in a reactive and segregating way.The second study takes an ethnographic point of departure and focuses five languagepre-schools that are instituted with the primary aim of teaching Swedish to children fromhomes where Swedish is not spoken. The institutional intention is to prepare these pupilsfor inclusion in future school arenas. One query here relates to what types ofconsequences such a proactively conceptualized activity gives rise to?A case-study that focuses the analysis of a course to prepare teachers for writingremedial plans constitutes the third research foci. The course is offered by a national stateauthority, the older Institute of Special Education (Specialpedagogiska institutet). Theactivity of working on remedial plans is a challenge for the special educational traditionand its individualization of school related problems. A central issue here relates to whatconsequence such a challenge gives rise to when it is formulated by a school-authority?The results of the studies presented in this thesis indicate that traditions resist changeeven though there is an ambition to challenge these. Old patterns of providing support ininstitutional arenas are difficult to reshape. In both empirical studies individual deficits isa common understanding of school-problems. The results of the empirical studies are alsodiscussed in relation to the conceptual analysis presented in the first article.
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| 5. |
- Martinsson Niva, Malin, 1976-
(författare)
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Det demokratiska uppdraget - en utmaning för pedagogen i grundsärskolan? : En studie om elevinflytande i träningsskolan där TAKK används som kommunikationsverktyg
- 2016
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med studien var att undersöka pedagogens arbete med elevinflytande i grundsärskolan med inriktning träningsskola där TAKK, Tecken som Alternativ och Kompletterande Kommunikation användes som kommunikationsverktyg. Det empiriska materialet samlades in från tre skolor i tre olika kommuner i samma län. Datamaterialet bestod av lokala styrdokument med ändamål att få en inblick i vilka ambitioner som fanns för det pedagogiska arbetet med elevinflytande, observationer i form av videofilmningar och fältanteckningar samt intervjuer med pedagoger, elever och vårdnadshavare. Studien hade en kvalitativ metodansats med inspiration av ett sociokulturellt perspektiv, med Shiers (2001) delaktighetsmodell som analysverktyg och ett förfaringssätt som kunde beskrivas som en abduktiv arbetsprocess. Resultatet pekade på att det var en pedagogisk utmaning att uppnå det demokratiska uppdraget om elevinflytande och förena det med styrdokumentens kunskapskrav. Studien visade att pedagogerna beaktade elevernas erfarenheter och kunskaper enbart till viss del, då det fanns situationer där eleverna hade kunnat involveras i större utsträckning för att påverka sin skolvardag. Sammanfattningsvis indikerade resultatet att TAKK bidrog till kommunikation och främjade elevernas förmåga att uttrycka sig och sina åsikter.
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| 6. |
- Palla, Linda, 1974-
(författare)
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Med blicken på barnet : om olikheter inom förskolan som diskursiv praktik
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Med blicken på barnet syftar till att synliggöra hur barn skapas som subjekt när deras beteenden förbryllar, oroar eller utmanar personal i förskolan och hur utrymme för, eller begränsningar av, barnens möjligheter till att vara, kunna eller göra olika därmed framträder. Vidare belyser studien hur hanterings- och styrningsförslag av barnen och deras beteenden formuleras i specialpedagogiska sammanhang inom förskolan som diskursiv praktik. Huvudsaklig grund för studien är situationer där avdelningspersonal och specialpedagog möts för samtal samt texter som producerats i samband med dylika samtal. Studien vilar på en poststrukturalistisk teoribildning och har genomförts med ett diskursanalytiskt angreppssätt. Studien har genomförts utifrån antagandet om att språket medverkar till hur människor konstituerar, socialt konstruerar och förändrar sin verklighet. Även om det finns rörlighet och förändringskraft i språket kan, genom att ett specifikt sätt att tänka och tala inom en kontext reproduceras och fixeras, viss kunskap och vissa föreställningar bli dominerande och till slut tas så för givna att de inte längre ifrågasätts. Studien erbjuder en alternativ bild som kan öppna upp för reflektion och andra sätt att tänka och tala än de som har blivit och utmärkt sig som naturliga och dominerande i specialpedagogiska sammanhang inom förskolan.
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| 7. |
- Palla, Linda
(författare)
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Med blicken på barnet : Om olikheter inom förskolan som diskursiv praktik
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Med blicken på barnet syftar till att synliggöra hur barn skapas som subjekt när deras beteenden förbryllar, oroar eller utmanar personal i förskolan och hur utrymme för, eller begränsningar av, barnens möjligheter till att vara, kunna eller göra olika därmed framträder. Vidare belyser studien hur hanterings- och styrningsförslag av barnen och deras beteenden formuleras i specialpedagogiska sammanhang inom förskolan som diskursiv praktik. Huvudsaklig grund för studien är situationer där avdelningspersonal och specialpedagog möts för samtal samt texter som producerats i samband med dylika samtal. Studien vilar på en poststrukturalistisk teoribildning och har genomförts med ett diskursanalytiskt angreppssätt. Studien har genomförts utifrån antagandet om att språket medverkar till hur människor konstituerar, socialt konstruerar och förändrar sin verklighet. Även om det finns rörlighet och förändringskraft i språket kan, genom att ett specifikt sätt att tänka och tala inom en kontext reproduceras och fixeras, viss kunskap och vissa föreställningar bli dominerande och till slut tas så för givna att de inte längre ifrågasätts. Studien erbjuder en alternativ bild som kan öppna upp för reflektion och andra sätt att tänka och tala än de som har blivit och utmärkt sig som naturliga och dominerande i specialpedagogiska sammanhang inom förskolan.
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| 8. |
- Preisler, Gunilla, et al.
(författare)
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A psychosocial follow-up study of deaf preschool children using cochlear implants
- 2002
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Ingår i: Child Care Health and Development. - : Wiley-Blackwell. - 0305-1862 .- 1365-2214. ; 28:5, s. 403-418
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study was to explore patterns of communication between 22 children with cochlear implants (CI) and their parents, teachers and peers in natural interactions over a 2-year period. The children,between 2 and 5 years old when implanted, had used the implant between 1 and 3.5 years at the end of the study. Analyses of videorecorded interactions showed that meaningful oral communication was more easily obtained in the home setting than in the preschool setting.Patterns of communication between parent–child, content and complexity of dialogues, quality of peer interactions, communicative styles of adults, and the use of sign language in communication turned out to be important factors when explaining the result of the CI on the individual child’s development.The children with the best oral skills were also good signers.
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| 9. |
- Preisler, Gunilla, et al.
(författare)
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Interviews With Deaf Children About Their Experiences Using Cochlear Implants.
- 2005
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Ingår i: American Annals of the Deaf. - : Project Muse. - 0002-726X .- 1543-0375. ; 150:3, s. 260-267
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Tidskriftsartikel (refereegranskat)abstract
- Within the framework of a longitudinal study of deaf children with cochlear implants, 11 children with implants were interviewed. The objective was to shed light on what it is like for a child to use a cochlear implant, based on these children's own experience with implants, which ranged from 5.0 to 7.5 years. Six of the children were in schools for the deaf, five in regular classes. All but one used an implant daily. The children appreciated that an implant enabled them to perceive sounds in the environment. Some of the children in regular classes could take part in one-to-one conversations with teachers but had difficulty following teaching and discussions. This observation was consistent with what the children's parents and teachers had maintained. Peer interaction was said to be best when other children had the use of at least some signs.
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| 10. |
- Preisler, Gunilla, et al.
(författare)
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"Man får ha riktigt mycket tålamod" Intervjuer med barn med cochlea implantat
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- According to the UN Declaration of the rights of the Child, issues concerning children should be dealt with from the child’s perspective. In this study, eleven children with cochlear implants were interviewed about their experiences of wearing an implant. The study is theoretically based in modern developmental psychology, emphasising the child’s own activity in relationships and interaction with the surrounding where meaning and comprehensibility are important concepts for a positive psychosocial development to take place. The study is qualitative and the interviews were semi-structured. The children were between 8,5 and 10,5 years. Six of the children attended special schools for the deaf and hard of hearing, five attended general educational classes. Some of the children had memories from the time of the operation and they remembered that they experienced a strange sound when the processor was turned on. There had been certain problems with the processor, like battery problems, too long wires, which could be enervating, and also beak down of the processor. Most of the children now had head-born processors, which the children thought was positive. All but one of the children used the implant daily. The implant enabled the children to perceive sounds in the environment, which the children considered as positive. Comprehension of what was said at home and in the general education class was sparse. The implant enabled the children to perceive and understand simple statements, questions or comments but not more advanced reasoning or discussions. This was in accordance with the opinion of the children’s parents and teachers. The children in the special schools considered speaking difficult. Peer interaction was best when the other children commanded at least some sign language.
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| 11. |
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| 12. |
- Preisler, Gunilla, et al.
(författare)
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Skolsituationen för barn med cochlea implantat - ur föräldrars, lärares och assistenters perspektiv
- 2003
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to explore the psycho-social situation for 20 deaf school children with cochlear implants, from the perspective of parents, teachers and personal assistants by means of personal interviews. Half of the children attended special schools and the other half regular schools. The adults maintained that the children enjoyed their school situation, independent of school placement, but the support required for the children in regular schools were not always considered to be at hand. The role as personal assistant turned out to be complicated. The children in the special schools were considered to have good learning opportunities, but too few instances of speech training sessions. Peer interaction between the children and their hearing classmates in regular schools was mainly based on actions and nonverbal means of communication. The children in the special schools had friends in the school setting, but had few, if any, friends at home. The children in regular classes were considered to be doing well academically during the first 2-3 years, but problems arose as the children grew older. The children in the special schools were considered to perform academically as well as other deaf children in this school setting.
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| 13. |
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| 14. |
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| 15. |
- Tvingstedt, Anna-Lena
(författare)
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Avslutande reflexioner
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 267-276
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 16. |
- Tvingstedt, Anna-Lena
(författare)
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”Barnen talar två språk och har två kulturer” : Föräldraperspektiv på tvåspråkig undervisning
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 81-117
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Tidskriftsartikel (refereegranskat)abstract
- Cooperation between school and home is one of the cornerstones in school policies in Sweden, as well as internationally. During the last decades, questions of parental influence and the freedom to choose schools have come to the fore. The importance of well-functioning cooperation between school and home, aiming to support school performance and improve the pupils’ results, is another issue which has been stressed in policy, as well as in research. When implementing a major change, such as developing bilingual education, it is important to have the support and cooperation of the parents. In this paper the views of parents of pupils who received bilingual education in Arabic and Swedish are presented. Data was collected in questionnaires. In addition to information concerning the educational and linguistic background of the family, the parents gave their views on bilingual education in general, and on the bilingual education their children received, in particular. The parents appreciated the bilingual education and emphasized the importance of both mother tongue and Swedish for their children. They regarded bilingualism as an asset and wanted their children to become bilingual and bicultural.
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| 17. |
- Tvingstedt, Anna-Lena, et al.
(författare)
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Elever i svårigheter. Delrapport 2: Elever berättar om sin skolvardag
- 2002
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Baksidestext: Vilka bilder ger eleverna av sin skolvardag? Vad väljer de att berätta om och hur gestaltar de sina skolerfarenheter? I denna studie har tio elever som skolan bedömt är i behov av specialundervisning fått komma till tals och berätta om sin skolvardag.Vissa teman återkommer i flera av berättelserna. Det är teman som berör relationer och sociala aspekter, teman som präglas av jäkt och stress och oro för att inte hinna med samt inslag i skolvardagen som kännetecknas av enformighet och rutin. Studien ingår som en del i projektet ”Barn och ungdomar med funktionshinder. Mötet mellan elevers och föräldrars berättelser och skolans perspektiv på specialpedagogisk verksamhet” finansierat av Skolverket.
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| 18. |
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| 19. |
- Tvingstedt, Anna-Lena, et al.
(författare)
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Flerspråkighet i skolan
- 2018
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Ingår i: Språkutveckling och språkstörning hos barn, del 3. - Lund : Studentlitteratur AB. - 9789144097121 ; , s. 321-364
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 20. |
- Tvingstedt, Anna-Lena
(författare)
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Inledning
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 7-18
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 21. |
- Tvingstedt, Anna-Lena, et al.
(författare)
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Läs- och kunskapsutveckling hos elever som fått tvåspråkig undervisning på svenska och arabiska
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 227-266
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Tidskriftsartikel (refereegranskat)abstract
- The article explores reading and knowledge development in pupils receiving bilingual instruction in Swedish and Arabic during their first five school years. Attempts are also made to compare their reading level in Arabic and Swedish. Reading development has been documented by assessment materials generally used in schools, complemented with reading-tests in both languages. In addition the pupils’ results on the mandatory national tests assessing goal attainment in primary school years 3 and 5 are presented and compared to the results of Arabic speaking and other multilingual pupils at the same schools, who did not receive bilingual instruction. Findings show that the pupils from the bilingual classes mostly performed at the same level as pupils educated in Swedish only. They were slightly but seldom significantly behind in reading Swedish but many were proficient in reading Arabic as well. Certain differences in performance are discussed but the material does not permit to draw conclusions concerning the consequences of bilingual education. Other factors and circumstances affecting school performance need to be considered.
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| 22. |
- Tvingstedt, Anna-Lena
(författare)
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Parental views on bilingual education in Arabic and Swedish
- 2010
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Ingår i: Abstracts, Active Citizenship. ; , s. 187-187
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/aim: Language minority pupils represent an increasing part of the school population in Swedish schools, and the hitherto domineering monolingual norm is challenged by a bi- or multilingual reality. In urban schools 75%-100% of the pupils may have another first language than Swedish and today Arabic is one of the largest minority languages. Minority language pupils are faced with the challenge to develop a second language and simultaneously have to use this language as a vehicle for knowledge acquisition. In order for schools to meet this changing reality and to adapt to the needs of multilingual pupils, several schools are offering an increasing part of the education in the pupils’ first language. Different models of bilingual teaching are being developed based on what is considered possible and feasible within the prerequisites, conditions and resources of each school. In a longitudinal research project, the implementation of different organizational models of bilingual education in Swedish and Arabic in three urban school contexts has been followed. Consequences of developing bilingual education for the schools, the staff and for classroom teaching, as well as consequences for the pupils’ knowledge acquisition and language development in both languages, is being considered in an interdisciplinary study within an educational and societal context. Theoretical framework: The project is framed by Bronfenbrenner’s bio-ecological systems theory complemented primarily by theories of language development and second language acquisition and learning in school settings, but also by theories of school change and development. Information is collected on a societal, organizational, classroom and individual level. In this paper the parents’ views on bilingual education in general and on the bilingual teaching their children are being subjected to in particular is focused. Parents’ attitudes and activities are of fundamental importance not only for the language development of the children but also for their school achievements. A well functioning cooperation between home and school is also considered crucial for school success. In order for a bilingual approach to be successful the school needs the approval and support of the parents. Methodology/research design: Results from a questionnaire study directed to the parents of the children in the project are presented. The questionnaires were translated to the parents’ first language and were answered by a vast majority of the parents addressed. Expected conclusions/findings: The data presented encompasses information about the parents’ background, language use, views on school, on bilingual education and on the bilingual teaching model used in their children’s school and some differences between different groups of parents are discussed br> Relevance for Nordic Educational research: The political discussion of the school situation of minority language pupils in urban schools in Sweden is generally dominated by a deficiency discourse often underpinning the lack of resources and engagement among the parent group. When the parents are given the opportunity to express their opinions even through questionnaires only, a different picture emerges that may contribute to a more nuanced view.
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| 23. |
- Tvingstedt, Anna-Lena, et al.
(författare)
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Skolplacering av barn med cochlea implantat
- 2003
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study was to describe the parents' choice of school-placement for their child having a CI, the considerations behind it and the views of the parents and staff on the present and future schooling of their children. The parents of 20 children, their teachers, assistants and itinerant teachers for the hard of hearing were interviewed. Half of the children attended schools for the deaf and the other half regular schools. The most influental background factors affecting the choice were the distance to the school for the dear and the children?s preschool placement. Parents of children in regular schools viewe the school placement in short term perspectives and were prepared to reconsider it if it should not work. Parents of children in the schools for the deaf could alos cinsider a change in schooling although not until their children reached high school. Several of the parents of children in regular classes saw a risk of difficulties in knowledge acquistion as well as in peer relations as their children grew older. Parents who had chosen the school for the deaf considered sign language to be their children?s first language and saw the school placement as promoting both knowledge acquisition and social development of their children.
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