| 1. |
- Tjernberg, Catharina, et al.
(författare)
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Inclusion in practice : a matter of school culture
- 2014
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 29:2, s. 247-256
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Tidskriftsartikel (refereegranskat)abstract
- The main aim of this study was to find out how reading and writing education can work successfully in practice without being exclusive. The teachers preferred heterogenous groups and emphasised the importance of various teaching methods and approaches so as to be able to deal with student diversity. They had a good theoretical foundation and the ability to link-up their theoretical knowledge with what they learned from experience to create action-oriented knowledge. The importance of each student being challenged in the next development zone was stressed. The teachers’ positive belief in their students’ ability and their commitment to the pedagogical process were other central factors. The successful results of the teachers’ work showed the importance of mentorship, co-operation with colleagues and continuous pedagogical discussions, led by a researching teacher, so as to promote the teachers’ own reflective ability. This created an inclusive school culture in which all the students felt they were competent, valued and never excluded.
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| 2. |
- Herkner, Birgitta, 1951-, et al.
(författare)
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Early identification or broken promises? : a comparison of literacy assessment performance in 112 Swedish third graders
- 2014
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis Group. - 0885-6257 .- 1469-591X. ; 29:2, s. 237-246
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Tidskriftsartikel (refereegranskat)abstract
- The national standardised literacy assessment (NSLA) for Swedish Language was introduced in 2009 as a grade-three compulsory assessment and includes the assessment of reading ability. It was introduced as a measure of relatively early identification of reading difficulties among nine-years old students. The primary objective of this study was to examine whether the NSLA is able to identify students with word decoding problems from a sample of third graders (N = 112; n = 57 girls; n = 55 boys) attending six schools in a Swedish municipality. Eleven students (10%) performed below the cut-off value for word decoding ability in students of this age group. Only three of these students were identified as not achieving the goals posed by the NSLA. In contrast, eight students with low word decoding ability managed to meet the NSLA requirements. Gender differences were observed, since all of the students who passed the NSLA, notwithstanding having low performance in WD, were boys. Although the NSLA was specifically introduced at this level to identify weakness in reading at an early stage, the results of this study indicate that approximately three quarters of students with poor word decoding ability may remain unidentified by the NSLA. These findings call into question the validity of the NSLA in recognising pupils in need of additional support in reading.
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| 3. |
- Westling Allodi, Mara, 1959-
(författare)
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Förbjudet område? Utbildning och kompetensutveckling om högbegåvade barns behov i skola och förskola
- 2014
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Ingår i: Socialmedicinsk Tidskrift. - 0037-833X. ; 91:2, s. 139-151
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Tidskriftsartikel (refereegranskat)abstract
- Specialpedagogisk utbildning om särbegåvning i skola och förskola finns sedan några år på Stockolms Universitet och har utvecklats utifrån de behov av mer kunskap om villkoren för ett adekvat bemötande och behoven av stöd och stimulans för barn och ungdomar som visar tecken på en brådmogen utveckling och stor kapacitet inom en eller flera domäner. En internationell översikt av utbildningspolicy, resurser, lärarutbildning och kompetensutveckling som avser denna elevgrupp ger en bild av det mångfacetterade internationella utbildningslandskapet. Även om forskningsfältet i det svenska skolsystemet inte är särskilt starkt, har det vuxit ett intresse för dessa frågor i media och bland studenter och lärare. Studier och uppsatser presenteras som ger inblick i den svenska skolsituationen, och ger indikation om angelägna utvecklingsområden. Utifrån erfarenheterna av specialpedagogisk utbildning och insikter från aktuella studier identifieras angelägna pedagogiska frågor att arbeta med och visioner för framtiden.
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| 4. |
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| 5. |
- Brodin, Jane, 1942-, et al.
(författare)
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Barn med rörelsehinder i förskolan
- 2014. - 2
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Ingår i: Med sikte på förskolan. - Lund : Studentlitteratur AB. - 9789144092577 ; , s. 133-156
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Bokkapitel (populärvet., debatt m.m.)
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| 6. |
- Cox Eriksson, Christine, 1956-
(författare)
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Children's Vocabulary Development : The role of parental input, vocabulary composition and early communicative skills
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to examine the early vocabulary development of a sample of Swedish children in relation to parental input and early communicative skills. Three studies are situated in an overall description of early language development in children. The data analyzed in the thesis was collected within a larger project at Stockholm University (SPRINT- “Effects of enhanced parental input on young children’s vocabulary development and subsequent literacy development” [VR 2008-5094]).Data analysis was based on parental report via SECDI, the Swedish version of the MacArthur-Bates Communicative Development Inventories, and audio recordings. One study examined parental verbal interaction characteristics in three groups of children with varying vocabulary size at 18 months. The stability of vocabulary development at 18 and 24 months was investigated in a larger study, with focus on children’s vocabulary composition and grammatical abilities. The third study examined interrelations among early gestures, receptive and productive vocabulary, and grammar measured with M3L, i.e. three longest utterances, from 12 to 30 months.Overall results of the thesis highlight the importance of early language development. Variability in different characteristics in parental input is associated with variability in child vocabulary size. Children with large early vocabularies exhibit the most stability in vocabulary composition and the earliest grammatical development. Children’s vocabulary composition may reflect individual stylistic variation. Use of early gestures is associated differentially with receptive and productive vocabulary.Results of the thesis have implications for parents, child- and healthcare personnel, as well as researchers and educational practitioners. The results underscore the importance of high quality in adult-child interaction, with rich input fine-tuned to children’s developmental levels and age, together with high awareness of early language development.
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| 7. |
- de Verdier, Kim, et al.
(författare)
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A Longitudinal Study of Reading Development, Academic Achievement, and Support in Swedish Inclusive Education for Students with Blindness or Severe Visual Impairment
- 2014
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Ingår i: Journal of Visual Impairment & Blindness. - 0145-482X .- 1559-1476. ; 108:6, s. 461-472
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: This longitudinal study examined reading development, academic achievement and support in school for six students with blindness or severe visual impairments in inclusive educational settings. Methods: School grades and results from reading observations and decoding skills tests were collected, and interviews were conducted with students, parents, and teachers. Results: The results show that the outcome of these students' schooling varied a great deal regarding both levels of academic achievement and reading development, as well as in the support needed and received. Students with additional disabilities had less positive experiences in school, and the parents of these students were more critical of the support provided by the schools. Discussion: Important aspects of the outcomes concerned the attitudes held by school management and teachers and the competence of teachers. In some cases, teachers lacked sufficient knowledge about braille and teaching methods for students with visual impairments. Implications for practitioners: The findings imply that the support system for students with visual impairments in Sweden needs to be more systematized in order to secure equal educational opportunities for all students.
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| 8. |
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| 9. |
- Lundqvist, Johanna
(författare)
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A Review of Research in Educational Settings Involving Children's Responses
- 2014
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Ingår i: Child Indicators Research. - : Springer Science and Business Media LLC. - 1874-897X .- 1874-8988. ; 7:4, s. 751-768
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Forskningsöversikt (refereegranskat)abstract
- The aim of this review was to locate research in educational settings incorporating responses from children with or without disabilities or special educational needs, and to describe how the research was conducted. The review was guided by a literature review outline and inspired by a thematic analysis. It encompasses 24 empirical articles published between 1983 and 2012 inclusive. The researchers who involved children's responses in their research obtained the data by adopting traditional data collection methods such as interviews, observations and questionnaires, and by adopting innovative data collection methods such as visualisations, writing, child-directed tours and informal discussions. The researchers offered special support to children with disabilities or special educational needs which created opportunities for those children to opinion-share. The special support was relational and material such as assistance from an adult or peer, the use of picture symbols and child preferences, and the exclusion of difficult questions. Implications for theory and practice are offered.
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| 10. |
- Mounzer, Wissam, 1982-
(författare)
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Developing some visual perception skills among a sample of children with Asperger’s syndrome
- 2014
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Ingår i: Scholar Journal in Yemen. ; 25:2, s. 162-186
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Tidskriftsartikel (refereegranskat)abstract
- The present study used an experimental group design to evaluate the effectiveness of a training program aimed at strengthening visual perceptual skills (visual discrimination, visual remembrance, and visual closure), developed by the researcher which entailed cognitive behavior intervention to develop visual perception. Twelve children with Asperger’s syndrome participated in the study, six children in each group, with an average age of 6 years and six months. All children attended the Future Center for Children with Special Need in Jaramana City. Pre-post evaluations included following tools: Test of visual- Perceptual Skills (TVPS), prepared by Morrison Gardner (Morrison Gardner, 1982) (translated in Arabic by Fathi Abdel Rahim, et al, 1992). Results reveal significant differences 0,05 between pre- and post- measurement at the experimental group in all dimensions of visual perceptual skills (visual discrimination, visual remembrance, visual closure), the total average score for the benefit of pre- measurement as well as, the total average grade in those dimensions combined. The importance of these findings are discussed in relation to statistically significant differences in the post- application at level of significance 0, 05 in all dimensions of visual perceptual skills, as well as total grade to those dimensions together between the experimental and the control group, for the benefit of the experimental group.
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