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- Allard, Karin, 1953-, et al.
(författare)
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Ett pedagogiskt utvecklingsprojekt om programöverskridande samarbete mellan specialpedagog- och socionomprogrammet vid Örebro universitet kring samverkan, inkludering och elevhälsa
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Ett inkluderande arbetssätt inom skolan innebär att lärare och övrig personal tillsammans ska verka för att lärmiljön görs tillgänglig för alla elever. I skollagen (2010:800 kap. 3) anges att elever som behöver extra anpassningar och särskilt stöd har en lagstadgad rätt (Skollagen 2010:800 kap.3), att få ett pedagogiskt stöd, för att kunna nå de nationella målen. Utformningen av elevhälsoarbetet och samverkan mellan olika professioner utgör en central del i skolans verksamhet för att skapa en skolmiljö som kan inkludera alla elever oavsett social och kulturell bakgrund eller funktionsnedsättning. Hälsa och lärande har ett nära samband med elevers skolframgång, därför blir det nödvändigt att se på inkludering och tillgänglig lärmiljö utifrån ett salutogent perspektiv. Ett sådant arbete kräver att alla berörda professioner i skolan samverkar kring elevers skolsituation. Detta för att kunna skapa lösningar som är både främjande och förebyggande för elevens skolgång. Olika professioners kompetens och kunskap (Hjörne & Säljö, 2014) kring hälsa och lärande kan också innebära olika syn och arbetssätt kring elevhälsofrågor. Man behöver utveckla pedagogiska former för hur olika professioner kan samverka för både elevhälsoteam och pedagoger i skolan. Likaså är en samsyn kring innebörden av inkludering och implementering av skollagen nödvändig. Syftet med det pedagogiska utvecklingsprojektet är att skapa olika lärtillfällen där studenter från ämneslärar-, specialpedagogiska och socionomprogrammet kan mötas för att diskutera och lära kring utbildningarnas gemensamma men också olika ingångar i utbildningen kring elever som är i behov stöd. I genomförandet av studien har casestudier varit ett kursinslag i de gemensamma kursmomenten. Utöver kursaktiviteter i de gemensamma programöverskridande momenten har uppföljande semistrukturerade intervjuer genomförts med deltagande studenter från båda programmen. Resultaten visar att följande kursmoment i form av programöverskridande samarbete synliggör studenternas behov att mötas och diskutera gemensamma elevhälsofrågor. Det visar att studenterna behöver kunskap om varandras professionsuppdrag för att kunna skapa samverkansformer i ett kommande gemensamt elevhälsoarbete mellan elevhälsoteamet och skolans pedagoger.
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- Allard, Karin, 1953-
(författare)
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Flerspråkighet och teckenspråkiga miljöer
- 2017
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Ingår i: Språklig mångfald i klassrummet. - Stockholm : Lärarförlaget. - 9789188149183 ; , s. 137-
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Bokkapitel (populärvet., debatt m.m.)
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- Allard, Karin, 1953-, et al.
(författare)
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Greatest challenges to implementing translanguaging practices in Swedish and American deaf contexts
- 2018
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Konferensbidrag (refereegranskat)abstract
- In Sweden, recent waves of immigration have dramatically altered the linguistic landscape of Swedish schools for the deaf and hard of hearing. Many newly arrived students come with no experience with any sign language, and/or rudimentary skills in one or more spoken languages. Educating such a linguistically diverse population poses vexing challenges. Translanguaging offers exciting potential as a framework to guide teachers in recognizing and utilizing the totality of students’ varied linguistic resources to promote learning, regardless of current proficiency in Swedish and Swedish Sign Language. However, the promises of translanguaging elicit mixed reactions among [Deaf educators]. On the one hand, it affirms that a multilingual repertoire naturally leads to language use that draws from multiple sources, a fact that should be recognized and supported by educational practices. Translanguaging offers a valuable framework for analyzing the dynamic blending of signed and spoken language that educators have long observed from all deaf children. On the other hand, Deaf signers are alarmed by translanguaging practitioners’ calls to abandon the concept of language separation and allow elements of signed and spoken language to mix freely. Such unrestricted mixing calls to mind the long struggle against “SimCom,” the simultaneous mixing of speech and degraded signing that has repeatedly proven inaccessible to deaf signers.How can Swedish Deaf schools employ translanguaging in a way that ensures equal access for all students, not just those with greater access to spoken language? The answer depends on teachers with strong competence in both Swedish and Swedish Sign Language, specifically trained to create visual learning environments where sign language skills are actively developed and used to facilitate access to spoken language content. Our talk highlights examples of such practices and identifies specific aspects of teachers’ ability to understand and leverage the multilingualism in their classrooms.
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- Allard, Karin, 1953-, et al.
(författare)
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Multi-modal visually-oriented translanguaging among Deaf signers
- 2018
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Ingår i: Translation and Translanguaging in Multilingual Contexts. - Amsterdam, Netherlands : John Benjamins Publishing Company. - 2352-1805 .- 2352-1813. ; 4:3, s. 384-404
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Tidskriftsartikel (refereegranskat)abstract
- Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language. This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in Deaf education without engendering the problems that caused TC to fail.
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- Allard, Karin, 1953-
(författare)
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Multilingual Education in a sign language school environment – To analyse language education from human right perspective
- 2015
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Konferensbidrag (refereegranskat)abstract
- Students´ language education in Sweden has become important for many reasons. First for it´s particular value for future studies as for the global labor market but also in time of our increasing globalisation. Therefore has multilingual skills become an important access to be able to develop and master in order to be competitive and employable in the global market. At the same time it can be enriching to know other languages. Related to this development pupils in Swedish primary schools are now opting for modern languages as the language may count merit points for the studies to upper secondary school and for higher education. With this shift, questions of language education for all has therefore become important. Along with this issue there is a strong demand to develop language education both for teaching, education as it is for the Swedish School system in general. The Swedish National Agency has therefore in according to The Common European Framework for Languages present guidelines based on the Council of Europe´s work which consist of teaching, learning and assessment of language skills. More specifically it present six reference levels of language proficiency in order to make it possible to compare skills in different languges, regardless of the school system or degree.As mentioned here language education has become an important issue to develop in conjunction with our globalisation and in education in general. And for this reason it is interesting to discuss how the opportunity for student to learn foreign language at school is organised. Indeed it is both a pedagogical question as it is for the individual its own right to have an adequate language education. And from a human perspective this question is for this particular reason highlighted in this paper. Moreover in this paper it is discussed which language training is being offered in school not only for hearing student but specifically for students that is deaf, hard-of-hearing and have CI.Purpose and aims: The pupils in special school for deaf and hard-of- hearing and with CI follow the same curricula as the National Agency of Education provides. But if looking at the difference special schools give special consideration to students' linguistic and cultural backgrounds. More specifically, it means that the school environment is built upon bilingualism as a pedagogical framework , which means that Swedish and Swedish Sign Language is the language instruction. How is then the language training organised when Swedish Sign is the language instruction while foreign langue is the language subject? This paper examine this particular Because students in special schools do not reach the course objectives in modern language, this issue of language training received, be a central concern for this study about students' language training in English and Spanish as modern languages in a sign language school environment. The study highlights the way in which teaching is organized and how teachers and students both use and learn the language topic that is the focus of the lesson. In order to examine the frameworks surrounding language teaching in a sign language school environment, this study on the basis of Ethnography as method and Conversational Analysis as conversation tools, studied the communicative practices in different classrooms. In order to clarify what teachers and students do with the different languages as they interact , the key issues in the study is thus : What distinguishes a multilingual interaction in a sign language environment? And what are the opportunities and limitations features when Swedish and Swedish sign language has a function as a mediating tools in the teaching process?
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- Allard, Karin, 1953-, et al.
(författare)
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Team of profession working with student health - a possibility room for collaboration and competence exchange
- 2019
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Konferensbidrag (refereegranskat)abstract
- Background: The Swedish school is based on an inclusive principle where teachers’ ability to meet and teach all children and student groups with different social backgrounds and disabilities, other ethnic backgrounds, low and high performance is central. This means, for example, that students in need of additional adaptations, special support or challenges of different kinds receive the support they have statutory rights to (Skollagen 2010: 800, chapter 3), which often involves collaboration with student health skills such as SENCO, school social worker and also psychologist ( SOU 2017: 35). Hjörne and Säljö (2014) point to the difficulties encountered in collaborating on student health issues and students in need of adaptations and support. That is an area that addresses key questions for the school, health care and social services. Different social institutions thus work with student health issues but from different perspectives. It also creates different approaches to student health issues, which can complicate the understanding of different professionals’ skills and knowledge (Hjörne & Säljö, 2014). We therefore see the importance of courses where the students have the possibility to meet, understand and discuss with each other, as a way to create bridges between different professions.Research question: The purpose of this study is to investigate what kind of knowledge and skills of co-operation future teachers, SENCO and school social workers need in order to qualitatively achieve good results across the professional boundaries with a focus on student health issues?Method: University students who have participated in cross-disciplinary learning activities and with active schoolteachers; SENCO and school social workers in professional teams of student health, will be interviewed. Experience and knowledge of difficulties and opportunities for collaboration, as a basis for what kind of knowledge about collaboration and action skills the students need as newly educated teachers, SENCO and school social workers. The empirical collection will start in early 2019 and last throughoutthe year.Results and discussion: The intended outcome addresses questions about what is important to develop in terms of professionalism within the multidimensional field. It is also important to get an overall picture of the students’ experiences and reflections of the academic learning activities found in the education and professional experience and knowledge. This applies to knowledge and action competence both in terms of content and collaboration in student health issues. Experience in working in different types of profession-wide teams such as student health, as well as meeting parents.We see this as aspects of how to develop collegial interaction and exchange of ideas about the educational activity in the context of students in need of special support. With these educational efforts in the programs, both students and teachers take an active role in the development of students’ career in the context of the multidimensional field, special education and school social work. It identify and problematize ”the gap” and develop opportunities, arenas, for this kind of issues in school’s student health work.
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- Allard, Karin, 1953-, et al.
(författare)
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The Education of Special Educators in Sweden and Finland
- 2017
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Konferensbidrag (refereegranskat)abstract
- Background: The educational policy is inclusive both in Finland and in Sweden. Still special educators are educated. They seem to work both in inclusive and in segregative ways. The more inclusive ways demand co-operation and planning with other teachers. Although the results of such co-operation have been good, there could be even more collaboration at schools. The main questions of our study are: 1) What is the core content of the work of special educators. 2) What is the role of a) inclusion and b) collaboration in their work?Method: The data for the study are current main laws and documents in both countries and curriculums of special educators in 5 universities in Finland and in 10 Universities in Sweden. A content analysis as well as critical discourse analysis are used with these documents and curriculums. Results: The results with regards to the curriculums will show the core areas in both countries as well as the differences in the content of studies. The legal documents will show the similarities and differences in regulations. In a previous study the core areas in curriculum for special education teachers students in Finland were reading, writing, mathematical and behavioral challenges (Hausstätter & Takala 2008). Sweden and special teachers and special pedagogs, Finland just special teachers. Sweden has education on more narrow areas, like mainly just on reading and writing challenges; in Finland special educators are general experts, studying more issues. Conclusions: The results are not ready yet, but we will be able to say about the differences and similarities as well as focus on the demands of inclusion in both countries after we have done the study.
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