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- Leifler, Emma, et al.
(författare)
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Building the bridge! Strategies to prevent challenging situations in educational context with focus on autistic students
- 2024
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Ingår i: DADD- the 25th international conference on autism, intellectual disability and developmental disabilities, Honolulu, Hawaii.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- To identify the characteristics of the current literature examining strategies used by schools to prevent challenging behavior and support students with autism in these situations. Further, the aim is also to summarize and synthesize key findings and highlight the gap and limitations to direct future research. The PRISMA-ScR guidelines have been implemented and the five-stage scoping review framework (Arksey & O’Malley, 2005) has been used. identifying the research question; identifying relevant studies; study selection; extracting (or ‘charting’) the data summarizing, and reporting the results Method: SPIDER Framework; Sample Phenomenon of Interest Design Evaluation Research type To identify inclusion and Exclusion criteria and search strategy Mixed Methods Appraisal Tool (MMAT) version 18 (Hong et al., 2018) Quality appraisal designed to support and be valid for mixed-methods systematic research reviews. Results: Placement About equal regular/mainstream vs Special school Self-contained setting common in both Research setting Classroom (mostly small setting classroom) Empty classroom Therapy room at school Lack of focus areas: Peer based Professional development /teachers’ capacities Changes in attitudes Changes/ development of instruction, modification, support Whole school system Transitions programmes Comprehensive models Learning environment Social validity (lack of students' voices) Discussion: Strategy focus/ changes in the learning environment vs training teaching students Prevent/ proactive vs remedying Challenging situation or behaviour? Learning environment Ability vs demands Teachers as facilitator pros and cones Inclusive education – different needs Clinical setting vs naturalistic setting
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| 2. |
- Leifler, Emma, et al.
(författare)
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Experienced inclusive education - bridges and barriers according to autistic students and students with ADHD in comparative school settings
- 2024
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Ingår i: DADD The 25th international conference on autism, intellectual disability and developmental disabilities.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: Inclusive education and what counts as evidence of inclusive settings by listening to students themselves is understudied. To assess and develop inclusive learning environments, key elements can be found through participatory research. Autistic students are at increased risk for mental disorders and are overrepresented among school absenteeism. Little is known about valuable phenomena for educational inclusion from the students’ perspective, inclusive pedagogy content and the comparative approach, where different settings are being evaluated. Objectives: This exploratory study examines perceived inclusion from the eyes of students. The current study builds on our previous experience (Leifler, Borg & Bölte, 2022) seeking to systematically enlarge it in terms of further evaluating the learning environment for enhanced inclusion. Methods: Participants are recruited from middle to secondary school. Sample size is at present nine students, where we continue interviews and the amount 20-25 is set as saturation, equal amount from inclusive and segregated settings, where specifically the lack of perspectives from girls will be covered. Data collection are semi structured interviews. Educational inclusion is measured by interviews with the students (both in regular and self-contained/nurturing groups). Data is handled with the NVivo 12 (QSR and Ltd.), and thematically analyzed. Results: The preliminary results based on the completed interviews (n = 9) demonstrate the importance of individual support, trust and healthy relationships with teachers. According to the responses, students are aware of their needs and wish for the support in regular setting, however do not believe it is manageably. Moreover, students in regular school settings express difficulties in managing in the changing school environment and are more often left alone with tasks and assignments. Students’ responses demonstrate differences in teachers’ inclusive skills. Conclusions/discussion: These tentative findings show bricks and barriers in inclusive as well as segregated school settings. As more student on the autism are attending inclusive environments, there is an urgent need of further analyzing the learning environment for the development of interventions e.g. aiming to increase social interactions and possibilities for enhanced participation. Significance: This study contributes to stakeholders and educators as well as to the society. Students’ well-being and safety in the school environment reduces school absenteeism and enhances academic achievement.
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| 3. |
- Leifler, Emma
(författare)
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Tillgänglig lärmiljö, stödstrukturer och pedagogiskt material för förskolan
- 2024
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Ingår i: Förskolan för framtiden.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- En tillgänglig förskola för alla barn omfattar flertal stödstrukturer i verksamheten. Stöd för barn i behov av stöd kan vara visuellt stöd, samtalsmatta vid kommunikation och kartläggning, stöd för interaktion och socialt samspel, stöd vid matsituationer på grund av perceptionskänslighet.
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| 4. |
- Leifler, Emma
(författare)
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Tillgängliga lärmiljöer
- 2024
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Ingår i: Lärarakademin, Göteborgs stad.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Sammanställning över forskningsprojekt om inkluderande undervisning för elever med NPF. Hur forskningsresultat kan transformeras till undervisning och olika pedagogiska praktiker.
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