| 11. |
- Swärd, Ann-Katrin
(författare)
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Exclusion - Integration - Inclusion -what is the difference?
- 2021
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Ingår i: Keynote-talet är inte ännu inte publicerat som en artikel..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The concepts of exclusion, integration and inclusion is often talked about in relation to preschool, school and higher education. But it can also be seen in relation to our society from childhood to adulthood. The more teacher in different context have about empathy the more engaged they perhaps will be in relation to different students. Perhaps it will be the same with all of us in the society when we welcome and being engaged in our immigrants?
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| 12. |
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| 13. |
- Swärd, Ann-Katrin
(författare)
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Positiv Specialpedagogik: utmana eleverna till kreativt skrivande.
- 2020
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Ingår i: Positiv Specialpedagogik. Teorier och tillämpningar. Ann-Katrin Swärd, Monica Reichenberg, Siv Fischbein (red.). - Lund : Studentlitteratur. - 9789144137544 ; , s. 165-182
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I detta kapitel står skrivande med allt vad det kan innebär i fokus. Att lära sig läsa och skriva har stor betydelse för det livslånga lärandet. Undervisning i hur skrivandet kan vara motiverande har stor betydelse när eleverna har ett annorlunda sätt att lära, när de kan behöva mer stöd. Läsförståelse och dess betydelse berörs och detta oavsett vilket arbetssätt, vilka metoder läraren väljer.
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| 14. |
- Swärd, Ann-Katrin
(författare)
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Positive Special Education in Preschool for ALL children
- 2023
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Ingår i: International Preschool Congress 2023, Karaman.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Positive special education is inspired by positive psychology and positive education (Seligman et al, 2009). Positive special education shows the powerful consequences of optimistic beliefs and attitudes in education. There are endless problem and very little of optimistic view when dealing with children in need of extra support. When doing research in preschool it is common that we observe different levels; organization, group and individual. To give a good and adequate teaching and support for learning and development to children all levels must be investigated. What changes must be done at organization level? What more can we do to work on group level and what support must be given individual? It is very common that we use medical perspective and think that everything a child can´t do has to do with the diagnose. Therefore, it is important to change the mindset and start working with positive special education for ALL children. No matter what type of learning disabilities a child might have, teachers’ responsibility to give the child the best in teaching and how to relate to the child is strong. The ethical values and curriculum must guide teacher to do the right thing no matter what the problem is. It is also important for teachers to have self-efficacy (Bandura, 1986; 2008), beliefs about their own capacity as well as childrens capacity. Antonovsky’s (1991) sense of coherence is what every teacher should use every day when planning activities and relate to every child in preschool. When we talk about children in need of special education it is easy to think about children with some sort of learning disability. But there are many children in need of positive special education in preschool. Some children have more difficult to learn while other learn easily. Children can have learning difficulties for many years or only for a short period. Teacher’s attitude is always important in relation to childrens different way of learning. It is very common that teacher talk about what the child can´t do, instead of talking about what the child can do. Many parents have experiences of teacher talking about their child in a negative way. Focus seems to be on what is “wrong” with the child instead of everything that is positive. Preschool is the first school, and it is very important how relations between children-children, children-teacher and teacher-parents are. Teachers’ competence and continuing education will be the most important issue when searching for preschool with high quality.
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| 15. |
- Swärd, Ann-Katrin, et al.
(författare)
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Students With Intellectual Disability Learn to Write With Motivation and Joy
- 2020
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Ingår i: Psychology Research. - : David Publishing Company. - 2159-5542 .- 1430-2772. ; 10:11, s. 423-437
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Tidskriftsartikel (refereegranskat)abstract
- When it comes to reading and reading difficulties, many studies have been done from different aspects of these topics. Most of these studies are among students with typical intellectual development. Studies about writing development and difficulties are fewer in number than studies about reading, but these are also mostly about children with typical development. When it comes to students with intellectual disability, studies about reading are rare and even rarer when it comes to writing. With this article, we will shed light on how writing difficulties can occur in general development and also when students have intellectual disability. The intervention study presented in this article will give some examples of how teachers can support every student’s writing
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