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- Preisler, Gunilla, et al.
(författare)
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A psychosocial follow-up study of deaf preschool children using cochlear implants
- 2002
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Ingår i: Child Care Health and Development. - : Wiley-Blackwell. - 0305-1862 .- 1365-2214. ; 28:5, s. 403-418
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study was to explore patterns of communication between 22 children with cochlear implants (CI) and their parents, teachers and peers in natural interactions over a 2-year period. The children,between 2 and 5 years old when implanted, had used the implant between 1 and 3.5 years at the end of the study. Analyses of videorecorded interactions showed that meaningful oral communication was more easily obtained in the home setting than in the preschool setting.Patterns of communication between parent–child, content and complexity of dialogues, quality of peer interactions, communicative styles of adults, and the use of sign language in communication turned out to be important factors when explaining the result of the CI on the individual child’s development.The children with the best oral skills were also good signers.
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| 2. |
- Preisler, Gunilla, et al.
(författare)
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"Man får ha riktigt mycket tålamod" Intervjuer med barn med cochlea implantat
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- According to the UN Declaration of the rights of the Child, issues concerning children should be dealt with from the child’s perspective. In this study, eleven children with cochlear implants were interviewed about their experiences of wearing an implant. The study is theoretically based in modern developmental psychology, emphasising the child’s own activity in relationships and interaction with the surrounding where meaning and comprehensibility are important concepts for a positive psychosocial development to take place. The study is qualitative and the interviews were semi-structured. The children were between 8,5 and 10,5 years. Six of the children attended special schools for the deaf and hard of hearing, five attended general educational classes. Some of the children had memories from the time of the operation and they remembered that they experienced a strange sound when the processor was turned on. There had been certain problems with the processor, like battery problems, too long wires, which could be enervating, and also beak down of the processor. Most of the children now had head-born processors, which the children thought was positive. All but one of the children used the implant daily. The implant enabled the children to perceive sounds in the environment, which the children considered as positive. Comprehension of what was said at home and in the general education class was sparse. The implant enabled the children to perceive and understand simple statements, questions or comments but not more advanced reasoning or discussions. This was in accordance with the opinion of the children’s parents and teachers. The children in the special schools considered speaking difficult. Peer interaction was best when the other children commanded at least some sign language.
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| 3. |
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| 4. |
- Preisler, Gunilla, et al.
(författare)
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Skolsituationen för barn med cochlea implantat - ur föräldrars, lärares och assistenters perspektiv
- 2003
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to explore the psycho-social situation for 20 deaf school children with cochlear implants, from the perspective of parents, teachers and personal assistants by means of personal interviews. Half of the children attended special schools and the other half regular schools. The adults maintained that the children enjoyed their school situation, independent of school placement, but the support required for the children in regular schools were not always considered to be at hand. The role as personal assistant turned out to be complicated. The children in the special schools were considered to have good learning opportunities, but too few instances of speech training sessions. Peer interaction between the children and their hearing classmates in regular schools was mainly based on actions and nonverbal means of communication. The children in the special schools had friends in the school setting, but had few, if any, friends at home. The children in regular classes were considered to be doing well academically during the first 2-3 years, but problems arose as the children grew older. The children in the special schools were considered to perform academically as well as other deaf children in this school setting.
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| 5. |
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| 6. |
- Tvingstedt, Anna-Lena, et al.
(författare)
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Elever i svårigheter. Delrapport 2: Elever berättar om sin skolvardag
- 2002
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Baksidestext: Vilka bilder ger eleverna av sin skolvardag? Vad väljer de att berätta om och hur gestaltar de sina skolerfarenheter? I denna studie har tio elever som skolan bedömt är i behov av specialundervisning fått komma till tals och berätta om sin skolvardag.Vissa teman återkommer i flera av berättelserna. Det är teman som berör relationer och sociala aspekter, teman som präglas av jäkt och stress och oro för att inte hinna med samt inslag i skolvardagen som kännetecknas av enformighet och rutin. Studien ingår som en del i projektet ”Barn och ungdomar med funktionshinder. Mötet mellan elevers och föräldrars berättelser och skolans perspektiv på specialpedagogisk verksamhet” finansierat av Skolverket.
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| 7. |
- Tvingstedt, Anna-Lena, et al.
(författare)
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Skolplacering av barn med cochlea implantat
- 2003
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study was to describe the parents' choice of school-placement for their child having a CI, the considerations behind it and the views of the parents and staff on the present and future schooling of their children. The parents of 20 children, their teachers, assistants and itinerant teachers for the hard of hearing were interviewed. Half of the children attended schools for the deaf and the other half regular schools. The most influental background factors affecting the choice were the distance to the school for the dear and the children?s preschool placement. Parents of children in regular schools viewe the school placement in short term perspectives and were prepared to reconsider it if it should not work. Parents of children in the schools for the deaf could alos cinsider a change in schooling although not until their children reached high school. Several of the parents of children in regular classes saw a risk of difficulties in knowledge acquistion as well as in peer relations as their children grew older. Parents who had chosen the school for the deaf considered sign language to be their children?s first language and saw the school placement as promoting both knowledge acquisition and social development of their children.
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