| 1. |
- Tjernberg, Catharina, 1953-
(författare)
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Specialpedagogik i skolvardagen : En studie med fokus på framgångsfaktorer i läs- och skrivlärande
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This is a praxis-oriented case study of written language activities in Forms 1–5 in the nine-year Swedish compulsory school. The emphasis is on pupils at risk of developing reading and writing disabilities. The aim of this study is to analyse the factors underlying successful reading and writing education and the pedagogical conditions promoting reflective didactic skills, focusing on the students’ development of reading and writing abilities. The praxis-oriented approach is expressed by means of working with classroom observations and reflective communication with the teachers. Four classes at the junior and intermediate levels of the nine-year compulsory Swedish school have been studied for two years. Both the schools and the teachers have been chosen strategically. Quantitative and qualitative data indicate that the selected schools have special qualifications. The teachers were chosen because they have proved particularly successful in developing reading and writing abilities of their pupils, including those with documented reading and writing disabilities. Reports from the National Swedish Agency for Education, as well as large international surveys, indicate that the consensus concerning reading and writing education achieved by science during the past decade has had very little impact on everyday classroom activities. One of the underlying questions is how research results are successfully implemented in everyday school work. The results show that the teachers use a wide variety of methods in response to the wide variety of students´ requirements. The lessons are characterized by intense activity on the part of both teacher and pupils, and of a high level of interactivity in communication, reading, writing and counting. A surprising pattern is that the teachers very consciously work with oral presentation in various topics and genres. This gives students with reading and writing difficulties an opportunity to succeed. The instruction is notable for being well-structured, with a balance between form and function, a high level of challenging tasks and visibilization of individual progress. The special needs education aspect of the instruction appears in the teachers’ abilities to arrange pedagogical situations in which a wide variety of abilities can be expressed and developed. The teachers show a positive belief in their students and strive to make them successful in a social context. This study indicates the importance of a solid theoretical background, enabling the teacher to identify the developmental stage the student is at and to adapt the instruction accordingly. Another important factor is the ability of the teacher to instantly see and grasp pedagogical opportunities and to interpret and utilize the diagnostic signals in the classroom. One important conclusion is that reading and writing education, in order to be successful, must be viewed in a context of language development as a whole, involving both its oral and its written aspects. This study also demonstrates that research results are perceived as more accessible and relevant by the teachers when the researchers’ focus is on applied pedagogics, allowing theory and practical applications to interact. This opens up the possibility of establishing and incorporating scientific theories on learning in everyday, practical school work.
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| 2. |
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| 3. |
- Ek, Ulla, 1948-
(författare)
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Specialpedagogik – en framtidsvy
- 2012
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Ingår i: Barn med funktionshinder. - Lund : Studentlitteratur AB. - 9789144071879 ; , s. 327-333
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
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| 5. |
- Brodin, Jane, 1942-
(författare)
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Att stimulera barns lärande med stöd av IKT
- 2010
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Ingår i: Specialpedagogisk tidskrift - att undervisa. - Nyköping : Svenska Förbundet för Specialpedagogik. - 2000-429X. ; :1, s. 21-23
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Barn med funktionsnedsättningar har ofta lyfts fram som vinnare när man talat om användning av IKT i skolan. Förväntningarna på vad IKT skulle medföra för elever i behov av särskilt stöd har varti stora både bland föräldrar och lärare. När den nya tekniken inroducerades antogs den kunna lösa många problem för barn med svårigheter av olika slag och därigenom bidra till att de bättre skulle kunna tillgodogöra sig undervisningen i skolan. Idag vet vi att det krävs mer än bara teknik.
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| 6. |
- Helldin, Rolf, 1944-, et al.
(författare)
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Specialpedagogiska nybyggare : En historisk antologi om organisation, funktionshinder och särskilt stöd under 1900-talet
- 2011
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Antologin innehåller texter om Karin Danell och Charlottendals skolhem, den första specialskola för elever med grav språkstörning (av Agneta Ahlin-Emilsson); om Alfhild Tamm, en pionjär inom läs- och skrivforskning (av Toura Hägnesten); om systrarna Runströms och Björsgårdens skol- och feriehem i Leksand (av Torsten Lundberg); om specialpedagogiska synsätt i läroplaner (av Gunilla Sandberg); om en skoldaghem i Mälardalen (av Elisabet Ekegren Johansson); om livet på en institution för personer med utvecklingsstörning (av Ingela Lindkvist Larsson)
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| 7. |
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| 8. |
- Westling Allodi, Mara, 1959-
(författare)
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Det sociala klimatet : Den dolda sidan av skolan som lärandemiljö
- 2011
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Ingår i: Psykisk hälsa. - Stockholm : Svenska föreningen för psykisk hälsovård (Sfph). - 0033-3212. ; :4, s. 58-65
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Det sociala klimatet som uppstår i en grupp av elever i skolan kan upplevas med tydlighet när man befinner sig i en sådan grupp under en tid och observerar samspelssituationer mellan elever, mellan lärare och elever, och ser hur elever och vuxna uttrycker sig, tittar på och behandlar varandra, samt vilka aktiviteter som utspelar sig. Som observatör har jag upplevt en känsla av förtryck, meningslöshet och en önskan att fly, i vissa miljöer där de vuxna i stor utsträckning ägnar sig åt att tillrättavisa elever och där de aktiviteter som erbjuds inte fungerar. I vissa miljöer skapas även rädsla och osäkerhet när elever är rädda för att göra fel, för att bli kritiserade eller till och med hånade. I andra fall har jag blivit tagen av skolmiljöer som sjuder av glädje och hopp, där det finns tillit mellan vuxna och elever, och där elever utstrålar självförtroende och är engagerade i meningsfulla aktiviteter. I min erfarenhet är skillnaderna mellan dessa undervisningsmiljöer inte beroende på elevernas inneboende egenskaper, utan beror på den arbetsmiljö som i stor utsträckning kommer att skapas av lärarna över tid. Det sociala klimatet som uppstår i skolans lärandeaktiviteter är med andra ord även en indikator på pedagogisk kvalité, förutom att det påverkar deltagarnas välbefinnande, tillfredställelse och prestationer. Trots att dessa egenskaper av skolans miljöer verkar betydelsefulla, kan de tendera att bli bortglömda eller osynliggjorda, i synnerhet om vi förmås att tro att skolans verksamhet består huvudsakligen av en samling av administrativa och byråkratiska regel- och kontrollsystem. Betydelsen av dessa aspekter i skolans miljö har studerats och definierats med flera näraliggande begrepp som klassrumsklimat, skolklimat eller skolans organisatoriska klimat. Flera studier har visat att det finns skillnader mellan skolor och att det finns ett positivt samband mellan indikatorer av socialt klimat och elevernas välbefinnande och resultat. I denna artikel vill jag dra uppmärksamheten till de sociala, relationella och känslomässiga aspekter som bidrar till att skapa skolans sociala miljö och som definieras som skolans sociala klimat. Några egenskaper av det sociala klimatet presenteras som gör det till ett utomordentligt verktyg för att utveckla skolans verksamhet, i synnerhet om man vill skapa skolmiljöer som svarar mot elevernas behov och motverkar exkludering och utslagning. Erfarenheter från ett pågående forskningsprogram redovisas.
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| 9. |
- Westling Allodi, Mara, 1959-
(författare)
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Undervisningsmiljö och socialt klimat
- 2010
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Ingår i: <em>Etik i specialpedagogisk verksamhet</em>. - Lund : Studentlitteratur. - 9789144057255 ; , s. 49-71
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Ala í- Rosales, Shahla, et al.
(författare)
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Emerging Opportunities in Higher Education : Applied Behavior Analysis and Autism
- 2010
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Ingår i: European Journal of Behavior Analysis. - Oslo. - 1502-1149. ; 11:2, s. 207-216
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Tidskriftsartikel (refereegranskat)abstract
- The growing number of children diagnosed with autism and the recognized importance of evidence-based interventions has substantially increased the need for well-trained applied behavior analysts. Relative to public/consumer demand, there are very few higher education programs that are equipped to train behavior analysts specializing in autism. Worldwide, there are only a few programs accredited by Association for Behavior Analysis International (ABAI), that have course sequences approved by the Behavior Analysis Certification Board (BACB), and have formal institutional course approval for classes in autism and behavior analysis. The purpose of this paper is to introduce a series of expert commentary on the context, content and systems required to build quality higher education programs in autism and applied behavior analysis. Together the articles in this special section of the European Journal of Applied Behavior Analysis form a resource for faculty and university administrators interested in the development of innovative and socially relevant training programs in higher education.
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| 11. |
- Ala i´-Rosales, Shahla, et al.
(författare)
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University Training for Behavior Analysts Specializing in Autism Interventions
- 2010
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The growing number of children diagnosed with autism and the demand for evidence-based interventions has lead to an increase in the need for well-trained behavior analysts. There are only a small handful of programs that are accredited by ABAI and have course sequences approved by the BACB. Even fewer of these programs have formal institutional course approval for classes in autism. The purpose of this paper is to describe a training summit that was held in September of 2009. The purpose of the summit was to consider and discuss a wide range of issues involved in higher education and autism intervention and to produce a special volume of the European Journal of Behavior Analysis that would explore these issues.
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| 12. |
- Allodi Westling, Mara, 1959-
(författare)
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Emerging themes in the meeting between teachers and parents : when the children have special needs disabilites or are at risk
- 2011
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Ingår i: Educazione familiare e servizi per l'infanzia. - Firenze : Firenze University Press. - 9788866550280 ; , s. 99-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Relations characterised by collaboration and alliance between staff and parents of children with particular needs, experiencing developmental challenges or disabilities are necessary conditions of a favourable educational situation. Several studies testimony the protective role of positive educational experiences for children at risk, but the educational experiences of these children are not always satisfactory and propitious for their future development. Studies on the experiences of the meetings between parents and educational staff describe which difficulties may arise in the form of conflicts, communication problems, loss of trust and reciprocal devaluation and critique. The meetings between families and the services are not just personal encounters; they are also influenced by the characteristics and structures of the surrounding educational context. The themes emerging from several studies can be related for instance to the fight for the support and the resources, and to the definition of the child’s needs, potential and of what is the best for the child. The analysis and reflection on these themes and their motives should help the teachers to understand and prevent these risks, changing the responses to the parents adequately.
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| 13. |
- Allodi Westling, Mara, 1959-
(författare)
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Goals and values in school : A model developed for describing, evaluating and changing the social climate of learning environments
- 2010
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Ingår i: Social Psychology of Education. - : Springer. - 1381-2890 .- 1573-1928. ; 13:2, s. 207-235
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Tidskriftsartikel (refereegranskat)abstract
- This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics ofeducational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments.
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| 14. |
- Allodi Westling, Mara, 1959-
(författare)
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Lärarens val : att göra motstånd mot en förtryckande organisation eller mot elever som inte passar in
- 2010. - 1
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Ingår i: Pedagogik som motstånd. - Stockholm : Svenska Korczaksällskapet. - 9789163313301 ; , s. 77-84
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Att få möjlighet att utbilda sig är en grundläggande mänsklig rättighet. Skolan ska bidra till att barnets personlighet samt fysiska och mentala förmågor utvecklas till dess fulla potential. Men när är skolan verkligen en rättighet och när blir den i stället en belastning för barnet? Kapitlet analyserar villkoren för att utbildningen ska upplevas som en rättighet av alla elever och hinder som finns på vägen dit, samt reflekterar kring vad det kan innebära för lärarna att välja att ta ansvar för sina elever.
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| 15. |
- Allodi Westling, Mara, 1959-
(författare)
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Stoccolma: dove la questione dei bambini non è solo una questione privata
- 2011
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Ingår i: Infanzia. - Bologna : Universitá di Bologna /Perdisa Editore. - 0390-2420. ; :5, s. 371-372
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In Svezia, ancor oggi, persiste un sistema di Welfare che dedica molte risorse alle politiche per l'infanzia e al sostegno delle famiglie. Ció si traduce sia sul piano politico, sia su quello della produzione culturale, consolidando un diffuso atteggiamento di tutela e cura dei minori, ampiamente dimostrato nella dimensione quotidiana.
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| 16. |
- Allodi Westling, Mara, 1959-
(författare)
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Temi emergenti negli incontri tra genitori e personale nel contesto educativo svedese
- 2011
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Ingår i: Educazione familiare e servizi per l'infanzia. - Firenze (Italia) : Firenze University Press. - 9788866550280 - 9788866550327 ; , s. 237-242
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In questo testo vengono presentate riflessioni sui rapporti tra genitori ed educatori e sui programmi di prevenzione per genitori, sulla base di studi condotti personalmente, di studi di colleghi e su sintesi e ricerche compiute da enti nazionali svedesi, valutazioni di ricerche e rapporti di commissioni parlamentari
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| 17. |
- Allodi Westling, Mara, 1959-
(författare)
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The experiences of mental health and well-being of Swedish children and youth with a focus on educational situations : Some results and reflections from a review of qualitative studies
- 2010
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Ingår i: Trender i barns och ungdomars psykiska hälsa. - Stockholm : Kungliga vetenskapsakademien. ; , s. 17-18
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The practice of including in reviews people’s experiences and perceptions, which are collected with non-experimental and qualitative studies, has been developed recently in the field of mental health studies. These approaches and methodologies have inspired the review of research on Swedish children and adolescents experiences of mental health and well being, with a focus on their educational situation, that was conducted as a part of a systematic review of research on School Learning and Mental health, performed by appointment of the Royal Academy of Sciences. The aim of the review was to gather testimonies that can give indications of the experiences of mental health and well being in this specific context. The results from the studies that were relevant for the aims of the review are structured in four themes: general views, protective factors, risk factors, individual factors. They are presented in a narrative synthesis, giving a particular weight to the direct and indirect report of children’s and adolescents’ own views. The adolescents defined mental health as emotional experiences, seen both as internal feelings and as relational feelings. Family, friends and educational environments as social and physical environments were perceived as determinants of mental health. A great number of feelings were related to school, both related to satisfaction and pain, in particular when the school attendance is presented as an obligation. Harassment and rejection at school, performance stress, worries about grades and future prospects could be threats against self-worth and self-esteem, while teachers that do not care could generate negative experiences. Various kind of stress could be described and various strategies to resist stressful situations: for instance emotional support, safety and involvement. The educational environments can be an arena for social, cognitive and emotional experiences, relationships and accomplishments that are enriching the individuals and increase their well being. General structural characteristics of the educational environments may also affect well being in different directions: performance, evaluation and feedback, freedom of choice and responsibility for the future may be perceived as a burden. The following reflections can be made: the experiences of children and adolescents change when they grow older, go through developmental processes and encounter different educational situations; the studies reporting views of younger children on the matters of this review were less well represented; the negative experiences may be expressed in rather cautious and non dramatic terms by younger children; there are unique contribution of the review of qualitative studies, but also several interesting correspondences with the results of the review of quantitative studies.
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| 18. |
- Allodi Westling, Mara, 1959-
(författare)
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The meaning of social climate of learning environments : some reasons why we do not care enough about it.
- 2010
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Ingår i: Learning Environments Research. - : Springer. - 1387-1579 .- 1573-1855. ; 13:2, s. 89-104
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to analyse reasons underlying the neglect of social climate in education. It discusses the relevance of the concept of social climate in learning environments: presenting evidence of its effects; its importance in special needs and inclusive education; presenting existing differences between settings; discussing the contribution of social climate to teachers’ professional autonomy. The arguments support the view that social climate is an essential factor in educational processes and make incomprehensible the scarce attention reserved to it in educational policy, research and teacher programs. Indications of neglect in the Swedish context are presented. The resistance towards the concept of social climate is related to a) dualistic and hierarchic views; b) characteristics of bureaucratic systems; c) reductionist interpretations; d) difficulties in handling and evaluating social values and goals; e) post-modern criticism of scientific knowledge and psychology. Implications for counteracting reductive interpretations and meeting resistance and criticism are discussed.
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| 19. |
- Allodi Westling, Mara, 1959-
(författare)
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Vad gör skolan för utsatta barn?
- 2010
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Ingår i: Se de tidiga tecknen. - Stockholm : Elanders AB. - 9789138234440 ; , s. 101-121
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 20. |
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| 21. |
- Brodin, Jane, 1942-
(författare)
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Can ICT give children with disabilities equal opportunities in school?
- 2010
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Ingår i: Improvning Schools. - London : Sage. - 1365-4802 .- 1475-7583. ; 13:1, s. 99-112
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Tidskriftsartikel (refereegranskat)abstract
- Opoportunities for children wih disabilites to participate in school on equal conditions as others are often stressed while reality schows that many childrne with disabilities are stills egregated. ICT has been highlighted as a tool for communication and inclusion for children with disabilities but from research it appears that implementation of technology in children's everyday lift is difficult.One conclusion of the project is that there is a need both for technical and social support in school if ICT schould function as a bridge for inclusion of all pupils.
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| 22. |
- Brodin, Jane, 1942-, et al.
(författare)
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Perspektiv på en skola för alla
- 2010. - 2 rev. uppl
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Boken vänder sig till studenter på lärarutbildningens samtliga program samt verksamma lärare på fältet som behöver kunskap om inkludering som möjlighet för alla elevers kunskapsutveckling. Utgavs första gången 2004. Andra upplagan 2010 inkluderar cirka 30 referenser efter 2004 och fram till 2010.
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| 23. |
- Brodin, Jane, 1942-
(författare)
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Remedial Education for Children with ADHD in Sweden
- 2012
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Ingår i: Contemporary Trends in ADHD Research. - Rijeka, Croatia : InTech. - 9789533078588 ; , s. 107-126
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Bokkapitel (refereegranskat)abstract
- The purpose of the chapter is to increase the understanding and knowledge of children with ADHD and their everyday lives in educational settings. As these children constitute an ever increasing group all over the world and the disorder really creates huge problems for them in school, this chapter will focus on remedial education in Sweden.
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| 24. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
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A deaf preschooler's acquirement of sequential bilingualism, Swedish sign language and spoken Swedish
- 2011
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Ingår i: Rights and Education : NERA 2011 Conference Proceedings.
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Konferensbidrag (refereegranskat)abstract
- Description of bilingual acquisition in different modalitiesThe aim of this case study is to describe and analyse the process of a deaf girl's bilingual bimodal acquisitions from the age of 10 to 81 months of age. The first language acquired from birth was Swedish Sign Language in visual-gestural modality and from the age of three years with a cochlear implant (ci) also spoken Swedish in aural-vocal modality. This is viewed from the socio-(bi-)cultural constructive theory.Methodology/research designThe main participant, here called Diana, grew up in a signing family, as both parents were deaf as well as an older sibling, though her twin was hearing. She attended pre-school and school for deaf children where she got education mainly through Swedish Sign Language. Diana was video-observed in her home during five years in sessions of one hour. Usually the sessions consisted of three activities: story-, play- and mealtime. Focus in this study is based on data of story time from 18 sessions of Diana interacting in joint attention with members in her family. Prior to ci Diana communicated through Swedish Sign Language. Data was collected through transcribedvideo-observations, brief field notes, record assessments from the speech therapist in the ci-team and an interview with the child's deaf parents. In the first analysis step the single case study methodology was used. Where data of joint attention is exploratory analyzed in-depth and details are described (Creswell, 2007). In the second step data and results of the first step analysis were compared to studies within the field. The records and interviews validate the trustworthiness of the analysis. The specific research question to be addressed at this occasion is: within a frame of joint attention what characterises the interaction process of acquiring sequential bimodal bilingualism in a young deaf child with ci?Expected findingsThrough this unique single case study findings can illuminate as to how sequential language acquisition is developed and elucidate the parental mediation. The content of the processes should have implications for pedagogical professions especially in habilitation and preschool contexts. The preliminary results show a rapid progression in the second language despite limited exposure to it and being in a different modality.
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| 25. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
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A HEARING CHILD GROWING UP IN A DEAF FAMILY ACQUIRES PARALLEL BIMODAL BILINGUALISM, SWEDISH SIGN LANGUAGE AND SPOKEN SWEDISH
- 2012
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Konferensbidrag (refereegranskat)abstract
- Description of bilingual acquisition in different modalitiesThe aim of this case study is to, within a socio-historical (Vygotsky, 1934) frame, describe and analyse the process of a parallel bimodal bilingual acquisition. A hearing Child Of Deaf Adults (CODA) interchanging with deaf family members were followed longitudinally. The languages acquired from birth were Swedish Sign Language in visual-gestural modality and spoken Swedish in aural-vocal modality.Methodology/research designThe main participant, here called Hugo, grew up in a signing family, as an older sibling and his twin sister as well as both parents were deaf. He attended local pre-school where he communicated in spoken Swedish. Hugo was from the age of 10 to 40 months video-observed in his home in sessions of one hour. Usually the sessions consisted of three activities: story-, play- and mealtime. Focus in this study is based on data from story- and play-time from 12 sessions. Interaction consists of episodes in joint attention and of Hugo’s private speech (Bodrova & Leong, 2003). Data was collected through video-observations, brief field notes and an interview with the child's deaf parents. In order to find patterns of critical changes in the data two types of analyses were conducted. The first inductively exploring started already at the transcriptional work in that possible moments of critical changes were noted and compared between participants. Interchanging episodes were in-depth analyzed (Creswell, 2007) and in-detail described (Yin, 2009). In the second step data and results of the first step analysis were abductively compared to studies within the field. The fieldnotes and interviews validate the trustworthiness of the analysis. The specific research questions to be addressed at this occasion are what characterises the process of acquiring and mediating parallel bimodal bilingualism of a young CODA. Expected findingsThrough this single case study findings can illuminate how parallel language acquisition is developed and elucidate the parental bimodal and bilingual mediation. The content of the processes should have implications for pedagogical professions especially in information to educational contexts and bilingualism. The preliminary results show scaffolding bilingual acquisition, unlike previous studies, by single simultaneous bimodal insertions.
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