| 1. |
- Andersson, Anna-Lena, et al.
(författare)
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Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning
- 2017. - 1
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Ingår i: Barns övergångar. - Lund. - 9789144115481 ; , s. 151-167
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Bokkapitel (refereegranskat)abstract
- Barn som har intellektuell funktionsnedsättning kan få sin undervisning i grundskolan, men läsa enligt grundsärskolans läroplan. Hur är det att göra övergångar mellan olika skolformer och olika skolor för barn som har intellektuell funktionsnedsättning? Hur kan det se ut för dessa barn i förskola och skolan innan utredning inför mottagande i särskola, under utredning och efter utredning? Detta kapitel diskuterar just dessa frågor och presenterar tre föräldraberättelser om sina barns skoltid.
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| 2. |
- Wilder, Jenny, et al.
(författare)
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Specialpedagogik i pedagogiskt arbete
- 2022
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Ingår i: Specialpedagogik i pedagogiskt arbete. - Lund : Studentlitteratur. ; 1:1, s. 19-34
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
- Rosendahl, Jenny, 1973-
(författare)
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Inflytande och delaktighet för unga vuxna som har intellektuell funktionsnedsättning : - i lokalsamhällets sociala arenor och demokratiska processer
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- To achieve citizenship, all citizens need to be able to make their voices heard. Policy and practice in the welfare society stress that all citizens should be included, but in reality, young adults who have intellectual disabilities (ID) are often excluded. The overall aim of the thesis was to study how young adults who have ID acquired citizenship. The specific aims were also to study how young adults who have ID experienced influence and participation in a municipality's leisure activities, cultural activities, and democratic processes. The theories used were theories of citizenship, participation, and situated learning. The study was conducted as participatory action research by seven co-researchers and staff. The action Influence Café was organized as a meeting place on three occasions. To support dialogues with the co-researchers, the method Talking Mats was used during the individual interviews, while during the focus group interviews, photographs were used. The co-researchers were seven young adults aged between 16 to 30 years of age who have ID. Five staff from the municipal organization constituted a project group. The co-researchers took part in two single interviews each, three focus group interviews, and three actions. The staff from the municipality took part in a focus group interview and a survey. Field notes were taken during the action process. The results showed that young adults who have ID experienced exclusion in leisure, culture, and democracy activities and had difficulties gaining influence as citizens. When staff from the municipality were given a method and the opportunity to reflect on involving young adults who have ID in decision making, a change in their attitudes towards a more inclusive direction could be achieved. Conversely, when young adults who have ID were allowed to express their thoughts, they experienced a sense of impact on the organization in the municipality. The results indicate that a shift needs to take place, away from the lack of knowledge and abilities of young adults who have ID, towards the knowledge deficits and normative beliefs of those around them. A conclusion that can be drawn from the study is that empowerment and the ability to influence society can be created if young adults who have ID are made visible and begin to be seen as a resource; and thereby they can be allowed to take their place as citizens.Young adults who have ID can participate as co-researchers if the right adaptations are made. To enable influence and participation for young adults who have ID in leisure, cultural, and democracy activities, staff need to have knowledge about prevailing norms, ID, and how an adaptation of activities can take place. The Influence Café method can contribute to increased influence and increased participation in municipal activities for young adults who have ID. The Talking Mats can be used as a method for interviews, but adaptations of the method need to be made based on the design of the study. In future research, more studies need to be based on the theory of situated learning where young adults who have an ID get the opportunity to cooperate with staff in focus on adaptation and knowledge building.
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| 5. |
- Rosendahl, Jenny, 1973-, et al.
(författare)
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”They just listen but not well enough” : Participation and influence for young adults with intellectual disabilities, in municipal activities and democratic processes. A participatory action research study
- 2021
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Ingår i: JARID : Journal of applied research in intellectual disabilities. - : Wiley. - 1360-2322 .- 1468-3148. ; 34:5, s. 1290-1291
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Background: The aim of this research was to increase the influence and participation in the society for young people with intellectual disabilities.Method: Participatory action research together with young adults with ID as co-researchers. An action was added to try to find a method to let young people with ID affect and develop municipal leisure, culture and democratic activities. The co-researchers took part in two single interviews, three focus group interviews and three actions. Staff from the municipality took part in a focus group. A survey was answered by the municipal management. Results: The research team found adjustments for better adaptation of municipal activities. The co-researchers instructed staff from the municipality to become better in listen to young people with ID, and thereby has staff in the municipality gained increased knowledge about treatment and inclusion of young people with ID. Young people with ID received a higher level of influence and participation in the municipality.Conclusion: If staff in the municipality get opportunity to learn to meet and listen to young people with ID, young people with ID can contribute to the development of society in a more inclusive way. When young people with ID teach staff, better working methods and municipal activities for young people with ID materializes.
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| 6. |
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| 7. |
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| 8. |
- Allodi Westling, Mara, 1959-, et al.
(författare)
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Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context
- 2019
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Ingår i: Research to Practice in Early Intervention.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.
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| 9. |
- Andersson, Anna-Lena, et al.
(författare)
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Parents’ perspectives on pedagogical transitions and educational situations of students with mild intellectual disability
- 2021
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Konferensbidrag (refereegranskat)abstract
- Abstract titleParents’ perspectives on pedagogical transitions and educational situations of students with MIDIntroduction: The goal of the Swedish educational system is to offer all students a meaningful and equal education in an inclusive classroom environment. At the same time there are parallel school systems in Sweden, comprised by the Compulsory School for Students with Intellectual Disability (CSSID) and Compulsory School (CS).Aim: The aim of this study was to explore parents’ perspectives about their children’s pedagogical transitions and educational situation over time.Method: The data constitutes of six interviews with parents of students with mild intellectual disability (MID). All interviews were inductively analyzed using thematic analysis.Results: Three master themes were summarised: 1) Uncertainty and worries, 2) Process and interactions, and 3) The novel situation.Implications: The transition from CS to CSSID requires a readjustment for parents and they express the need for support from professionals in these transitions. The change for the children could be to meet new knowledge requirements and for parents to find new forms of interaction between home and school. For children and parents the ability to face change was made visible, for example, trust in teachers was affected. In order to create a functioning everyday life, actors at different levels need to collaborate.
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| 10. |
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| 11. |
- Andersson, Anna-Lena, et al.
(författare)
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Swedish Classroom Communities Including Learners with Mild Intellectual Disabilities : Lower Secondary School
- 2015
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Ingår i: Children and Young People in School and in Society. - : Nova Science Publishers, Inc.. - 9781634835190 ; , s. 111-133
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Bokkapitel (refereegranskat)abstract
- According to the Salamanca declaration and framework (UNESCO, 1994) each country should strive to establish an inclusive school where all children can be together in the same school system, in regular classrooms with a customized education in community with others. Despite all children's right to a meaningful and equivalent teaching, categorizations of children with disabilities still occur and in Sweden there is a low degree of inclusion in regular school for pupils with intellectual disabilities (Education, 2012). For these reasons, it is of importance to increase knowledge about and investigate how classroom environments can be inclusive and provide a challenging and meaningful education for all. This chapter discusses inclusive education for children with mild intellectual disability (MID) and how teachers can work to enable learning for all pupils in their classroom. Examples will be given from field notes of different teaching sessions in lower secondary school in Sweden.
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| 12. |
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| 13. |
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| 14. |
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| 15. |
- Andersson, Anna-Lena
(författare)
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Utbildningssituationen för elever med lindrig intellektuell funktionsnedsättning : Lärares och föräldrars perspektiv
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The goal of the Swedish educational system is to offer all students a meaningful and equal education in an inclusive classroom environment. At the same time there are parallel school systems in Sweden, comprised by the Compulsory School for Students with Intellectual Disability (CSSID) and Compulsory School (CS). Students who are not able to achieve in accordance with syllabus of CS and who have an intellectual disability (ID) are eligible to receive education according to the CSSID syllabus. The decision of placement in either type of school rests on students’ parents. It can be assumed, therefore, that teachers are expected to offer education adjusted to each student’s individual needs.The aim of the thesis is to deepen the knowledge about the educational situation of students with mild intellectual disability (MID) through the perspectives of teachers and parents. Teachers’ and parents’ experiences and perceptions are studied: parents offer their stories about their children’s educational situation over time, and teachers’ reason about their work in teaching situations with the target group. Furthermore, pedagogical evaluations are studied to look at how school difficulties in teaching situations are described.The empirical data was collected in one municipality from the middle part of Sweden. The data constitutes of six interviews with parents of students with MID, and also 21 pedagogical evaluations of students with MID. Additionally, interviews were conducted with 21 teachers: eleven CS teachers and ten CSSID teachers.All interviews were analyzed using thematic analysis and using Interpretative Phenomenological Analysis (IPA), and manifest contents analysis was used to analyze pedagogical evaluations. Theories used were Biesta’s theory on the dimensions of education, the three levels in education transitions by Griebel and Niesel, and the school didactic theory by Uljen.The results show that the educational transitions and the educational situation around students with MID are complex. The transition from CS to CSSID means a readjustment for parents and they express the need for support from professionals in these transitions. Pedagogical evaluations contain individual-focused descriptions and focus to a lesser extent on teaching adaptations. Teachers in CS and CSSID outlined both common challenges in provision of support to all students but also described different prerequisites for it in the two school types. The results indicate that the teaching situation in both CSSID and the CS needs to be reviewed with regard to the school's organizational conditions to offer inclusive education.Keywordsinclusive education, transition, students with mild intellectual disability, interview, pedagogical evaluations, teachers, parents
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| 16. |
- Arvidsson, Patrik, et al.
(författare)
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IDENTIFICATION OF POSSIBLE LEARNING PROBLEMS IN CHILDREN WITH INTELLECTUAL DISABILITIES
- 2023
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Ingår i: The Routledge Handbook of Inclusive Education for Teacher Educators: Issues, Considerations, and Strategies. - London : Taylor and Francis Inc.. ; , s. 256-265, s. 256-265
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Bokkapitel (populärvet., debatt m.m.)abstract
- All children have the right to become equal citizens of the society. Children with intellectual disabilities have difficulties in learning and may need support to reach that equality, and some extra resources may be needed. Compared to children with typical development, children with intellectual disabilities have problems in three cognitive areas that are essential for learning activities: Abstract thinking. Understanding/using abstract symbols (text, numbers, money, and time) and imagining non-experienced things and situations. Several-steps thinking. Understanding multiple-level instructions and connections between cause and effect. Simultaneous handling of information. Nuanced considerations/comparisons, risk considerations and problem solving that manifest in complex social situations. Endorsing an interactive bio-psycho-social understanding of intellectual disabilities implies that learning limitations are the discrepancy between abilities and the level and/or quality of support, and according to this an inclusive approach to learning should be based on knowledge about abilities rather than dis-abilities. Two inclusive classroom strategies for learning are presented and discussed in this chapter. These strategies seek ways of providing universal, inclusive learning situations where children with intellectual disability can interact with any children and the most important role for a teacher is to find ways to support the children in that interaction.
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| 17. |
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| 18. |
- Axelsson, Anna Karin, et al.
(författare)
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Engagement in family activities : a quantitative, comparative study of children with profound intellectual and multiple disabilities and children with typical development
- 2013
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Ingår i: Child Care Health and Development. - : Wiley. - 0305-1862 .- 1365-2214. ; 39:4, s. 523-534
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundParticipation is known to be of great importance for children's development and emotional well-being as well as for their families. In the International Classification of Functioning, Disability and Health – Children and Youth version participation is defined as a person's ‘involvement in a life situation’. Engagement is closely related to involvement and can be seen as expressions of involvement or degree of involvement within a situation. This study focuses on children's engagement in family activities; one group of families with a child with profound intellectual and multiple disabilities (PIMD) and one group of families with children with typical development (TD) were compared.MethodsA descriptive study using questionnaires. Analyses were mainly performed by using Mann–Whitney U-test and Spearman's rank correlation test.ResultsEngagement in family activities differed in the two groups of children. The children with PIMD had a lower level of engagement in most family activities even though the activities that engaged the children to a higher or lesser extent were the same in both groups. Child engagement was found to correlate with family characteristics mostly in the children with TD and in the children with PIMD only negative correlations occurred. In the children with PIMD child engagement correlated with cognition in a high number of listed family activities and the children had a low engagement in routines in spite of these being frequently occurring activities.ConclusionsLevel of engagement in family activities in the group of children with PIMD was lower compared with that in the group of children with TD. Families with a child with PIMD spend much time and effort to adapt family living patterns to the child's functioning.
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| 19. |
- Axelsson, Anna Karin, et al.
(författare)
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Frequency of occurrence and child presence in family activities : a quantitative, comparative study of children with profound intellectual and multiple disabilities and children with typical development
- 2014
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Ingår i: INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES. - 2047-3869. ; 60:1, s. 13-25
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: The objective was to investigate the performance aspect of participation, operationalized as the frequency of occurrence of family activities and child presence in these activities for children with profound intellectual and multiple disabilities (PIMD) and children with typical development (TD). The focus was also on how family and child characteristics are related to the frequency of occurrence of family activities. This is part of a larger research project investigating facilitating factors for participation in children with PIMD. Methods: A descriptive, comparative study was performed using a questionnaire developed for the purpose. Results: In the families with a child with PIMD, the majority of activities occurred less often than in families with children with TD. In both groups, relationships were found between the frequency of occurrence of family activities and total family income, as well as the educational level of the parents. For children with PIMD, motor ability, cognition, health, and behaviour, were related to frequency of occurrence. Moreover, the presence of the children in the activities differed in the two groups; the children with PIMD were present in the activities less often. Discussion: Considering a long-term perspective, low occurrence of family activities and child presence may affect child development and everyday functioning. Knowledge about factors related to the occurrence of family activities and child presence in them, as well as an understanding of its causes, can promote the provision of everyday natural learning opportunities for children with PIMD.
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| 20. |
- Axelsson, Anna Karin, et al.
(författare)
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Strategies that facilitate participation in family activities of children and adolescents with profound intellectual and multiple disabilities: parents’ and personal assistants’ experiences
- 2014
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Ingår i: Disability and Rehabilitation. - : Informa UK Limited. - 0963-8288 .- 1464-5165. ; 36:25, s. 2169-2177
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Participation throughout one's life plays a significant role for development and emotional well-being. For this reason, there is a need to identify ways to facilitate participation in family activities for children and adolescents with profound intellectual and multiple disabilities (PIMD).Methods: The study design was qualitative and explorative, based on semi structured interviews with 11 parents and 9 personal assistants of children with PIMD.Results: The interviews revealed participation-facilitating strategies relating to the children's/adolescent's proximal environment, such as "Availability and acceptability of the activity", "Good knowledge about the child" and a "A positive attitude of people close to the child", as well as strategies related to the children/adolescents themselves: "Sense of belonging", "Possible for the child/adolescent to understand", "Opportunities to influence" and "Feeling of being needed".Conclusions: Children and adolescents with PIMD are dependent on support obtained through their environment. The identified strategies, individually adapted through awareness and knowledge by the parents and the personal assistants, provide important evidence to assist our understanding in gaining understanding about how to improve participation in family activities of children and adolescents with PIMD.Implications for Rehabilitation Participation-facilitating strategies related to the child/adolescent and his or her proximal environments are identified to improve participation in children and adolescents with profound intellectual and multiple disabilities (PIMD). Examples of strategies for the child's/adolescents' proximal environment include "good knowledge about the child/adolescent", and, for the child/adolescent, include creating "sense of belonging" and "opportunities to influence". Identifying and making these strategies explicit may assist in enhancing the participation of children and adolescents with PIMD in family activities. People in the child's/adolescent's proximal environment need to set the scene for participation.
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| 21. |
- 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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| 22. |
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| 23. |
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Barns övergångar : Förskola, förskoleklass, fritidshem, grundsärskola och grundskola
- 2017
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- En god skolstart främjar trygghet, ro att lära och bidrar till goda utvecklingsmöjligheter. Positiva övergångar mellan olika skolformer främjar kontinuitet i barns lärandevägar och är mycket beroende av lärares kompetens och lyhördhet. I denna antologi ges perspektiv från lärare, barn och föräldrar om de övergångar som barn gör under sin skolgång, skolövergångar genom nutida övergångsforskning.
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| 24. |
- 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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| 25. |
- Boren, T., et al.
(författare)
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Sweden's LSS and Social Integration : An Exploration of the Relationship between Personal Assistant Type, Activities, and Participation for Children with PIMD
- 2016
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Ingår i: Journal of Policy and Practice in Intellectual Disabilities. - : Wiley. - 1741-1122 .- 1741-1130. ; 13:1, s. 50-60
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish personal assistance system, facilitated through Swedish legislation (known as the LSS), allows children with profound intellectual and multiple disabilities (PIMD) to receive subsidized personal assistance. This assistance may be either a hired professional from outside the family or a parent paid as a personal assistant. The type of personal assistant can impact activity selection. As noted by bio-ecological systems theory, participation in "systems" beyond the household is important for a child's cognitive and social development, including the development of children with disabilities. The authors explored whether children's personal assistant type (i.e., external or parental) is related to their presence in socially integrative activities (SIAs) versus non-socially integrative activities (NSIAs). The relationship between children's activity engagement and their personal assistant type was examined via a descriptive, comparative study based on a questionnaire. Sixty families answered, providing quantitative data about personal assistance type across 56 common family activities. Children's external assistants showed a greater presence in SIAs than children's parental assistants, who showed a greater presence in NSIAs. The level of activity engagement between personal assistant type, however, had a less direct relationship. In accordance with bio-ecological systems theory, activity selection can influence the child's cognitive and social development. Ultimately, this study suggests that external assistants partake in more SIAs than parental assistants, likely as a function of providing respite for families. This respite stems from the LSS's implicit role for external personal assistants to also serve as relief for parents. In turn, by facilitating exposure to broader systems, these external assistants can play a critical role in children's social and cognitive development.
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| 26. |
- 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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| 27. |
- Dada, Shakila, et al.
(författare)
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ATTITUDES TOWARDS AN UNFAMILIAR PEER WITH COMPLEX COMMUNICATION NEEDS USING AN IPAD™ WITH AAC SOFTWARE AND A COMMUNICATION BOARD : Perspectives of Adolescents with Physical Disabilities1
- 2023
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Ingår i: The Routledge Handbook of Inclusive Education for Teacher Educators: Issues, Considerations, and Strategies. - London : Taylor and Francis Inc.. ; , s. 105-120
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Bokkapitel (populärvet., debatt m.m.)abstract
- This study considered the attitudes of adolescents with physical disabilities towards an unfamiliar peer with complex communication needs who uses augmentative and alternative communication (AAC). The study aimed to determine and compare the attitudes of adolescents with physical disabilities when an unfamiliar peer used a general consumer-level mobile technology device with an AAC application (iPad™ with Proloquo2Go™) versus a low technology communication board. A non-experimental descriptive survey design was used involving 35 adolescents with physical disabilities. The participants were divided into two groups using paired randomization. Group A viewed DVD-1 showing an unfamiliar peer with complex communication needs in a scripted conversation with a communication partner using an iPad with Proloquo2Go. Group B viewed DVD-2, which showed the same interaction using a communication board. The participants completed the Communication Aid/Device Attitudinal Questionnaire (CADAQ) after watching the DVD. The results indicate the unfamiliar peer was viewed more positively by adolescents with physical disabilities when using the iPad with Proloquo2Go as compared to the communication board, with a statistically significant difference in the affective/behavioural and cognitive/belief components of the CADAQ. The use of general consumer-level mobile technologies with AAC applications should therefore be considered for use by adolescents who use AAC.
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| 28. |
- Dada, Shakila, et al.
(författare)
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Attitudes towards an unfamiliar peer with complex communication needs using an iPad with AAC software and a communication board : Perspectives of adolescents with physical disabilities 1
- 2023
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Ingår i: The Routledge Handbook of Inclusive Education for Teacher Educators. - London : Routledge Publishing. - 9781003266068 ; , s. 105-119
-
Bokkapitel (refereegranskat)abstract
- This study considered the attitudes of adolescents with physical disabilities towards an unfamiliar peer with complex communication needs who uses augmentative and alternative communication (AAC). The study aimed to determine and compare the attitudes of adolescents with physical disabilities when an unfamiliar peer used a general consumer-level mobile technology device with an AAC application (iPad™ with Proloquo2Go™) versus a low technology communication board. A non-experimental descriptive survey design was used involving 35 adolescents with physical disabilities. The participants were divided into two groups using paired randomization. Group A viewed DVD-1 showing an unfamiliar peer with complex communication needs in a scripted conversation with a communication partner using an iPad with Proloquo2Go. Group B viewed DVD-2, which showed the same interaction using a communication board. The participants completed the Communication Aid/Device Attitudinal Questionnaire (CADAQ) after watching the DVD. The results indicate the unfamiliar peer was viewed more positively by adolescents with physical disabilities when using the iPad with Proloquo2Go as compared to the communication board, with a statistically significant difference in the affective/behavioural and cognitive/belief components of the CADAQ. The use of general consumer-level mobile technologies with AAC applications should therefore be considered for use by adolescents who use AAC.
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| 29. |
- Dada, Shakila, et al.
(författare)
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The involvement matrix as a framework for involving youth with severe communication disabilities in developing health education materials
- 2022
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Ingår i: Health Expectations. - : Wiley. - 1369-6513 .- 1369-7625. ; 25:3, s. 1004-1015
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Involving youth with severe communication disabilities in health research is foregrounded in a perspective of rights and participation. Researchers aligned with a participatory and inclusive research agenda recommend that involving youth in health research should be a deliberate and well-planned process. However, limited examples exist of how researchers can facilitate the involvement of youth with severe communication disabilities in research projects.Method: The aim of this paper was to describe the application of the Involvement Matrix as a conceptual framework to guide the three phases of a research project with youth with severe communication disabilities.Results: Six youth aged 19–34 years consented to be involved in the project. All youth had a severe communication disability and used augmentative and alternative communication (AAC) to support their involvement in the research project. The Involvement Matrix provided a structure to delineate four involvement roles in three research phases: In Phase 1, youth were listeners to research information and advisors in the needs analysis. In Phase 2, as advisors and decision-makers, youth provided their opinions on selecting picture communication symbols for health materials. In Phase 3, as partners, they were copresenters at an online youth forum.Conclusion: The Involvement Matrix was used to plan and implement the involvement of youth with severe communication disabilities in codeveloping health materials for use during the COVID-19 pandemic. The Involvement Matrix can be applied together with AAC to enable meaningful involvement of youth in a health research project as listeners, advisors, decision-makers and partners.Patient or Public Contribution: This study project was codeveloped with youth with severe communication disabilities who use AAC in South Africa. A person with lived experience was involved as an advisor to the health material development process and in the drafting of the manuscript.
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| 30. |
- Danielsson, Henrik, et al.
(författare)
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A Systematic Review of Early Intervention for Education in Scandinavia
- 2019
-
Konferensbidrag (refereegranskat)abstract
- In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.
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| 31. |
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| 32. |
- Granlund, Mats, 1954-, et al.
(författare)
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AAC interventions for children in a family environment : Implementing evidence in practice
- 2008
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Ingår i: Augmentative and Alternative Communication. - : Informa UK Limited. - 0743-4618 .- 1477-3848. ; 24:3, s. 207-219
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Tidskriftsartikel (refereegranskat)abstract
- Interventions that focus on implementing augmentative and alternative communication (AAC) strategies and methods have been available to children in need of AAC and their families for at least 30 years. To date, most of the research that has considered AAC in family settings has been focused on gathering evidence of the effects of AAC interventions, rather than on implementing evidence-based strategies in everyday practice to improve outcomes. The purpose of this article is to discuss the research that has focused on parents as AAC interventionists, the family as a context for AAC intervention, and the effects of AAC interventions on children and other family members. The discussion is framed within the four steps associated with the process of knowledge translation: (a) deciding on desired outcomes of interventions, (b) evaluating evidence of the effectiveness of different AAC methods to obtain the desired outcomes, (c) translating the research evidence into everyday practice, and (d) implementing knowledge in practice.
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| 33. |
- Granlund, Mats, 1954-, et al.
(författare)
-
Formal and Informal Support to Children with Behavioral Problems in Swedish Preschools. What Increases the Odds for Receiving Support, Do Formal or Informal Support Form Matter?
- 2019
-
Konferensbidrag (refereegranskat)abstract
- In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.
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| 34. |
- Granlund, Mats, et al.
(författare)
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Severe, Multiple Disabilities
- 2013
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Ingår i: The Oxford Handbook of Positive Psychology and Disability. - : Oxford University Press. - 9780195398786 ; , s. Kap. 28-
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Bokkapitel (refereegranskat)
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| 35. |
- Granlund, Mats, et al.
(författare)
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Studying interaction between children who do not use symbols in interaction and their parents within the family system : Methodological challenges
- 2006
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Ingår i: Disability and Rehabilitation. - : Informa UK Limited. - 0963-8288 .- 1464-5165. ; 28:3, s. 175-182
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Tidskriftsartikel (refereegranskat)abstract
- Purpose. To parents of children with profound multiple disabilities who do not use symbols in interaction a successful outcome of dyadic interaction with their children consists of shared experiences, mutual joy and understanding. In the last two decades interaction intervention for these parents and their children has become an issue for research with the aim to identify factors that facilitate mutually rewarding parent-child interaction. Interaction patterns between the child and his/ her caregivers must be studied, assessed and intervened within relation to the family system and how it changes over time. The aim of this article is to discuss the methodological challenges in studying parent-child interaction in the context of the family system. Method. Research methods designed to handle complexity, multidimensionality, heterogeneity among research subjects and small number of participants in the analysis are described. Conclusions. It is concluded that the theories and methods used must guide the researcher in how to delimit a manageable number of factors to include in the analysis, in how to analyse the interrelationships between the factors, and in how to study changes in patterns of factors over time. Prerequisites to meet the methodological challenges are that the constructs investigated have a sound theoretical base and that longitudinal data are collected.
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| 36. |
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| 37. |
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| 38. |
- Johnels, Linn, 1978-, et al.
(författare)
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Children with PIMD : Intervention study targeting school staffs’ responsive strategies using interactive music activities and multisensory storytelling
- 2019
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Konferensbidrag (refereegranskat)abstract
- Since children with profound intellectual (and multiple) disabilities (PI(M)D) are highly dependent on others for social interaction and learning, it is pivotal to gain insight into communicative and pedagogical strategies that enhance alertness, engagement and contingency awareness. In this poster, I will present the outline and preliminary results of my PhD-project. Method: Three sub-studies are outlined. In all studies, student alertness, engagement and social attention are key outcome measures. In a first systematic literature review of the existent literature, I will evaluate the effects of teaching personnel’s responsive strategies and contingency raising activities. Study 2 and 3 are a case-study and an experimental single subject design, where interactive music and multi-sensory storytelling are systematically entered as elements in pedagogical practice for students with PI(M)D. To evaluate effects, behavior will be filmed and coded using established observation schedules, complemented with teacher interviews in order to better understand the perceived meaning of this type of intervention. Results: Preliminary studies from the study 1 will be presented, alongside a description of the project in its totality. Implications: This project will contribute to the knowledge of how to support learning and development in schoolchildren with PI(M)D.
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| 39. |
- Johnels, Linn, 1978-, et al.
(författare)
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Interactive Music with Children and Youths with Severe or Profound Intellectual and Multiple Disabilities : Preliminary findings from a Systematic Literature Review
- 2020
-
Konferensbidrag (refereegranskat)abstract
- Introduction: It has been proposed that interactive music and music therapy not only develops musical abilities but also more general developmental abilities such as social and communicative abilities in children and youths with intellectual disabilities. However, previous research on music with children with disabilities is rather scarce, particularly when it comes to children with severe or profound intellectual and multiple disabilities. Method: The aim of the current study is to identify and systematically review research on interactive music with children and youths with severe or profound intellectual and multiple disabilities (S/PIMD) in peer-reviewed articles written in English during the years 2000-2020. Research questions focuses on participant characteristics; research purposes, methodologies, findings and effectiveness of interventions. The searches in the databases will be performed through various combinations of search terms. Given the heterogeneity of the included studies’ methods and data, the included studies will be summarized using text and tables to compare and contrast findings across studies. The quality of the evidence (risk of bias) will be assessed. Discussion/Conclusions: Preliminary findings will be presented which may reveal implications for practice and research concerning effectiveness of interactive music interventions and research designs together with children with S/PIMD. It will potentially contribute to the evidence based knowledge of how to support development and education for the target group.
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| 40. |
- Johnels, Linn, et al.
(författare)
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Musical interaction with children and young people with severe or profound intellectual and multiple disabilities : a scoping review
- 2023
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Ingår i: International Journal of Developmental Disabilities. - : Informa UK Limited. - 2047-3869 .- 2047-3877. ; 69:4, s. 487-504
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Forskningsöversikt (refereegranskat)abstract
- This scoping review addresses peer-reviewed research on musical interaction with children and young people with severe/profound intellectual and multiple disabilities (S/PIMD). Twenty-five articles published between the years 2000 and 2020 met the inclusion criteria. A narrative synthesis was used to summarise and evaluate different features, including participant characteristics, study design and methods, type of musical interaction, the abilities and behaviours in focus, reported benefits, promising components of musical interaction, and quality appraisal of the studies. The results revealed a variation in participant characteristics and study designs, where small-sample descriptive case studies were most common. In terms of the type of musical interaction, active music therapy was the most commonly used approach, followed by technology-mediated and multisensory musical activities. In terms of abilities and behaviours, a large majority of the studies focused on social interaction and communication, followed by engagement, attention and affect. Six categories were identified as promising components of musical interaction: the responsivity of the interaction partner, singing songs, structure and predictability in the activities, long-term interventions, technology-mediated and multisensory musical activities, and a therapeutic alliance between interaction partners. Based on this review, we discuss future research and practical implications for musical interaction and music therapy for children and young people with S/PIMD.
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| 41. |
- Johnels, Linn, 1978-, et al.
(författare)
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The effect of MultiSensory Music Drama on the interactive engagement of students with severe/profound intellectual and multiple disabilities
- 2024
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Ingår i: British Journal of Learning Disabilities. - 1354-4187 .- 1468-3156. ; 52:1, s. 150-165
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Tidskriftsartikel (refereegranskat)abstract
- Background: Interactive engagement, specifically attention and initiation, are considered important skills for facilitating development and learning in students with severe/profound intellectual and multiple disabilities. Prior research has suggested that music therapy and multisensory storytelling are two promising interventions for supporting interactive engagement in this population. However, there are no known/published studies that have investigated the effect of combining relevant elements from musical interaction and multisensory storytelling for this group of students. This study aims to determine the effect of a novel educational approach—MultiSensory Music Drama (MSMD)—on the interactive engagement of students with severe/profound intellectual and multiple disabilities.Methods: A single-case experimental design, specifically an ABAB design across three participants, was used to describe the effect of MSMD on interactive engagement when compared with a control activity. School staff members' perceptions of student interactive engagement and social validity were obtained.Findings: Coded video observations showed significantly higher levels of interactive engagement during MSMD for all three participants when compared to the control activity. Furthermore, the ratings on the interactive engagement from school staff members improved for two of the three participants. Finally, school staff members scored the social validity and perceived educational usefulness of the MSMD as very high.Conclusions: The findings provide initial evidence that MSMD may be effective in supporting the interactive engagement of some students with severe/profound intellectual and multiple disabilities.
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| 42. |
- Klang, Nina, 1978-, et al.
(författare)
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A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms
- 2020
-
Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 11
-
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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| 43. |
- Klang, Nina, 1978-, et al.
(författare)
-
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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| 44. |
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| 45. |
- Lillvist, Anne, 1978-, et al.
(författare)
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Collaboration in transition : Young children with learning disabilities in Sweden
- 2014
-
Ingår i: 24th EECERA Annual Conference. ; , s. 62-62
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Focus lies on the transition from preschool to special schools for children with learning disabilities and the collaboration between special schools, preschools and parents. Scarce research exists internationally about the transition into special school for young children with learning disabilities, independent of the age and time of transition. The concept of transitions rests upon Peters (2010) theoretical concepts of borderland and learning journeys. Collaboration will be analysed and discussed by the frame regulation, organisation and different viewpoints or approaches developed by Danermark (Danermark & Germundsson, 2011), and the ecological framework of development as theorized by Bronfenbrenner (1999). Questionnaire data from approximately 200 teachers in special schools focusing on the pre- and post-transition of children with disabilities aged 6-7 years beginning special schools. Questions concerned collaboration between micro environments, exchange of knowledge and experiences of policies and practices in transitions. Ethical approval from Swedish Ethical Review Board has been given Nr 2013:512. No information about individual children, names of schools or teachers has been collected. Group-level data will be presented. Preliminary results will be presented at the conference. The result will focus on regulation, organisation and viewpoints of special school teachers and collaboration and work in transitions across micro environments. The study will give knowledge about the collaborative process during transitions of young children with learning disabilities transitioning from preschool to special school, from the perspectives of teachers. This study is part of a research project focusing on diversity and inclusion in the learning journeys of children with learning disabilities in Sweden.
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| 46. |
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| 47. |
- Lillvist, Anne, 1978-, et al.
(författare)
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Same Same But Different? Educational transitions of young children with intellectual disabilities
- 2015
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Ingår i: Children and young people in school and society. - New York : Nova Science Publishers, Inc.. - 9781634834957 ; , s. 135-154
-
Bokkapitel (refereegranskat)abstract
- In previous research transitions have been described in many different ways; as a sensitive period (Rimm-Kaufman & Pianta, 2000), as critical moments (Garpelin, 2014) and rites of passage (van Gennep, 1960). Dockett (2014) describes educational transitions as the "change in the identity and agency of individuals as they engage in different educational settings and adopt different roles" (p. 189). Although no shared definitions exist, the common feature for all definitions of transition is the notion of processes of change. This chapter draws upon findings from an ongoing project investigating the transitions from preschool to compulsory school for students with intellectual disabilities (CSSID) and for young children with intellectual disabilities in Sweden. In the following sections we will first describe some key points highlighted in the transition research today, such as the meaning of positive transition. This is followed by viewing transitions from the perspective of the bioecological model and the developmental niche. The chapter ends with a discussion of the key points and challenges regarding transitions for young children with intellectual disabilities.
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| 48. |
- Lillvist, Anne, 1978-, et al.
(författare)
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Valued and performed or not? Teachers' ratings of transition activities for young children with learning disability
- 2017
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Ingår i: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X. ; 32:3, s. 422-436
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Tidskriftsartikel (refereegranskat)abstract
- Stakeholder collaboration has been identified as a facilitator for positive transition outcomes for all children, and especially for children in need of special support. However, the type and extent of stakeholder collaboration have shown to be related to teachers' view of their transition practises. Thus, this study set out to examine the transition activities reported by 253 teachers in Compulsory School for Students with Learning Disabilities in Sweden. The purpose was to study the type of transition activities performed and how important teachers regarded these activities to be. The results show that overall teachers are engaged in transition activities that can be described as mainly traditional, as they do not differ from transition activities carried out in other educational settings. The results also show that untraditional transition activities, such as home visits and joint parent meetings with preschools, are viewed as important, but rarely executed. The results are discussed from an ecological systems perspective, emphasising the interconnectedness of individuals and their environment. Focus is given to individualised transition processes and developmentally appropriate transition activities for young children with learning disability.
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| 49. |
- Lillvist, Anne, 1978-, et al.
(författare)
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Varför behövs en bok om övergångar?
- 2017
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Ingår i: Barns övergångar. - Lund : Studentlitteratur AB. - 9789144115481 ; , s. 15-24
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Bokkapitel (refereegranskat)
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| 50. |
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