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- Atış-Akyoli, N, et al.
(author)
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Perceptions of "Best Friend" as Expressed by Preschool Children in Turkey and in Sweden
- 2021
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In: International Journal of Progressive Education. - : Pen Academic Publishing. - 1554-5210. ; 17:4, s. 390-404
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Journal article (peer-reviewed)abstract
- In this study we ask the following questions concerning the concepts of ‘friendship’ and ‘best friend’ from a cross-cultural perspective: Do children have different concepts about what ‘friendship’ and ‘best friend’ can be? Does having a different cultural background determine how teachers and other staff who work with children at the preschool stage (as well as the children’s parents) entertain different ideas about potential differences between the child’s conception of ‘friendship’? We wish to examine what perceptions about ‘friendship’ children who live in Turkey and Sweden have. We are curious to discover whether any cross-cultural differences can be identified or whether, no matter what their cultural background may be, children are more similar to each other in this regard than previously known? The preschool context of the child’s development instantiates an important social- and cultural meeting place that should promote the child’s understanding of the value of diversity. An awareness of different living conditions and cultures can help to develop in the child an ability to understand and empathize with other people’s conditions and values.
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| 2. |
- Atterström, Andrea, et al.
(author)
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Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment
- 2023
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In: International journal of disability, development and education. - : Taylor & Francis Group. - 1034-912X .- 1465-346X. ; 70:6, s. 1101-1119
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Journal article (peer-reviewed)abstract
- Earlier research shows an arrest in reading and writing development among 9-12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner's phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher-participant longitudinal dialogues focusing on the students' experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students' development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.
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| 3. |
- Hakvoort, Ilse, 1960, et al.
(author)
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EU-PROJEKT – SAMVERKAN I MÅNGFALD
- 2020
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In: Samverkan genom uppdrag Lärdomar för universitetet och samverkande partners i utbildnings- och forskningsuppdrag.. - : Göteborgs universitet. - 9789186857264 ; , s. 137-155
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Book chapter (other academic/artistic)
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| 4. |
- Malmqvist, Johan, 1960-, et al.
(author)
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But was it Trustworthy? : Methodological Experiences From a Study of a Hard-to-Reach Group of Students in Need of a Flexible Research Approach
- 2024
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In: International Journal of Qualitative Methods. - : Sage Publications. - 1609-4069. ; 23
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Journal article (peer-reviewed)abstract
- Pedagogical research on experiences of learning among students with severe speech and physical impairment (SSPI) is sparse. This may be due to a lack of research-on-research methodology literature about students with SSPI, as they are difficult to find and there are barriers to their participation in mainstream research. Hence, method development is especially important regarding these students, who cannot participate when traditional inquiry methods are used. This article's objective is therefore to advance method development by means of a retrospective investigation. The empirical findings consist of documented experiences from a previous study of students with SSPI (henceforth, "literacy study"). A computer-assisted email dialogue technique was developed in the literacy study's pilot study and eventually used in the main study, to investigate the students' experiences of their literacy development. The aim of this study is to retrospectively and critically examine the scientific trustworthiness of a methodological research approach based on an email dialogue technique used exploratively in the literacy study, to investigate the literacy development among the students grounded in their own experiences, and to contribute methodological experiences gained from that study regarding the relationship between the use of verification strategies and checking techniques. The computer-assisted email dialogue approach was necessary because the few participants were spread over great geographical distances. The approach was developed as an explorative and flexible inclusive research design and was used within the tradition of participatory research. The students in both the pilot and main studies (8-16 years of age) were treated as collaborators rather than research subjects. Both the verification strategies and techniques regarding trustworthiness criteria were found to be important for trustworthiness. The main conclusion, based on our experiences in this retrospective investigation, is that it is necessary to continuously and thoroughly focus on trustworthiness issues throughout the research process to obtain trustworthy findings.
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| 5. |
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Positiv specialpedagogik. Teorier och tillämpningar
- 2020
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Editorial collection (other academic/artistic)abstract
- Boken belyser olika teorier i relation till lärande och undervisning. I de olika delarna ges exempel på hur läs- och skrivundervisning kan varieras beroende på elevens behov. De exempel på lektionsplanering som belyses är valda från olika skolor och länder. Detta då vi anser det är viktigt att vara uppdaterad inom både forskning och beprövad erfarenhet även i ett internationellt sammanhang. Programmering och digitalt arbete i olika verksamheter i enlighet med läroplanen finns med. Olika perspektiv och arbetssätt när det gäller läs- och skrivundervisning samt bedömning är viktigt delar när elever är i behov av särskilt stöd. I ett kapitel beskriver en person hur livet kan vara när stödbehovet är stort.
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| 10. |
- Swärd, Ann-Katrin
(author)
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Exclusion - Integration – Inclusion – Nonclusion - what is the difference?
- 2023
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In: International Preschool Congress, 2023 Karaman.
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Conference paper (other academic/artistic)abstract
- Often, we talk about exclusion, integration, inclusion and nonclusion in relation to preschool and school. These concepts can also be seen in relation to the society, from childhood to adulthood. What is the definition of these concepts and how are they used? Giving birth to a child is naturally connected to having one healthy child with a typical development. Sometimes life take another way and the child are born with some sort of disability. Sometimes the child seems to have a typical development but after some year the parent or teacher in preschool/school discover that the child has some difficult and develops in another way. No matter when the child´s difficulties will be discovered there are of course different reactions in relation to parents understanding, background and feelings. But also, to other people’s reactions, like sibling’s, grandparents, friends, and colleagues. Who decide about the child’s future? How does teacher act in preschool when children have problem with each other. Will they be excluded from the group? Will teacher blame parents or can they collaborate so the child will have the best support in an inclusive way? What happen if other parents doesn´t like a child with some learning difficulties to be included. Can other parents decide over that? What can teachers do to avoid such bad situation and what can they do to work in a more positive inclusive way? Is inclusion always the same to be together all time or can inclusion also be that you sometimes have individual support. In many countries there are still special schools/preschools for children with non-typical development. In some countries they hide children or kill them. Why? Feeling of shame? Punishment from divinity – it could be many factors but the most common is lack of knowledge. Is it possible to work in an inclusive way if there are many special schools for parents to choose? (https://www.unicef.org/education/inclusive-education) Their reaction can be like sympathy, they feel sad for you. Or it can be more of empathy, try to understand and being more engaged in the situation for the parents. This can be the same with teachers in preschool or school. The more they have of empathy the more engaged and interesting they might be. Only showing sympathy, feeling sad for the child can be obstacle for development and learning but also help the child to feel what we called “learned helplessness”. Every child needs to feel that you believe in his or her possibility to learn and develop. Every parent also needs to feel that “my child” also is important in the preschool class. Nonclusion is a quite new concept and are without classification, sorting people – it is a “place for everyone” no matter what! When our society will work more in a nonclusion way a technical equipment will be developed and produced (https://www.disegnodai.eu/en/home/) . Everywhere in the society people in need of support can easily find it and children already in preschool. Today we have many applications, Ipad, picture and other things in preschool and school but to reach a fully nonclusive society more must be done. In this presentation I will try to define exclusion, integration, inclusion and nonclusion from different perspectives, and in different context.
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