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- Petersson-Bloom, Linda, et al.
(författare)
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The Use of Professional Development to Enhance Education of Students with Autism : A Systematic Review
- 2023
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 13:9, s. 1-13
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Forskningsöversikt (refereegranskat)abstract
- The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.
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- Plantin Ewe, Linda, et al.
(författare)
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Teachers’ relational competence : perceptions of teachers and students with and without ADHD and ASD
- 2023
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Ingår i: Emotional and Behavioural Difficulties. - : Taylor and Francis Ltd.. - 1363-2752 .- 1741-2692. ; 28:2-3, s. 198-215
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p =.03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p =.03). Nevertheless, positive effects were solely observed among ND female students, while NT male students, conversely, reported decreased TSR during follow-up tests. No significant effects were found at the CoS irrespective of teacher or student ratings. The findings suggest that enhancing teachers’ understanding of relational competence concerning ND students will not only improve their own perceptions of their TSR but also those of ND female students. Nonetheless, directing teachers’ focus towards one student group (ND students) risks diminishing teachers’ attention towards other student groups, potentially explaining the poorer follow-up results among NT boys. The finding warrants further investigation, as it indicates a challenge for teachers to establish sufficient relational engagement with all students.
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- Östlund, Daniel, 1974, et al.
(författare)
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In between special needs teachers and students: paraprofessionals work in self-contained classrooms for students with intellectual disabilities in Sweden
- 2021
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 36:2, s. 168-182
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Tidskriftsartikel (refereegranskat)abstract
- Based on street-level bureaucracy, this study investigates the paraprofessional role and assignments in self-contained classrooms for students with intellectual disabilities in Sweden. The research design contains a mixed method approach using a digital questionnaire for paraprofessionals (N = 60) and semi-structured interviews with four special teachers and five paraprofessionals. The results demonstrate that paraprofessionals cooperate with special needs teachers and have a supportive role working with students throughout the day. A lack of support for paraprofessionals’ professional development and few opportunities for them to co-plan, co-teach and co-assess with special needs teachers is said to hinder this advancement. The complexity of being both an educator in the classroom and a caregiver taking the responsibility for students’ wellbeing, peer-to-peer relations and care orientated work tasks are discussed.
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- Barow, Thomas, 1969, et al.
(författare)
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Pedagogiska utredningar i Sverige och Tyskland: några jämförande perspektiv
- 2017
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Ingår i: Forskning pågår, Göteborg 2017-10-31.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Alla elevers rätt till särskilt stöd fi nns reglerat i skolans styrdokument i både Sverige och Tyskland. För att skolan ska kunna besluta om det särskilda stödet görs det i båda länderna pedagogiska utredningar. Det gemensamma förfarandet för att utreda elevers behov av särskilt stöd är utgångspunkten i en pågående kvalitativ studie som bygger på empiri som samlats in i Skåne och i den tyska delstaten Nordrhein-Westfalen.
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- Barow, Thomas, 1969, et al.
(författare)
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Special education needs assessment report in Sweden and Germany: comparative perspectives
- 2018
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Ingår i: Konferensbidrag: The 46th Congress of the Nordic Educational Research Association (NERA): Educational Research: Boundaries, Breaches and Bridges, 8-10 March 2018, University of Oslo, Norway.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/Aim: Recently, in discussions on inclusive education, questions of testing and diagnostic cultures attracted attention (Hamre, Morin & Ydesen, 2018). Within the framework of this project, we have examined special educational needs (SEN) assessment in the Swedish region Scania and the German state North Rhine-Westphalia (NRW). In both countries, investigation procedures are carried out before a pupil is categorized as having SEN. However, the SEN definitions and the categorization processes in Sweden and Germany differ. The investigations are carried out by different occupational groups and decision makers. Special education teachers are always involved, but they are expected to cooperate with other professionals, e.g. regular school teachers (NRW) and the pupil welfare team (Sweden). As an in-depth study, our research aims to examine and analyse the outcomes of these different structures and procedures in Swedish and German SEN assessment reports. The research addresses the following questions: 1. What are the central elements of SEN assessment in Sweden and NRW? 2. How do guardians and the pupils concerned participate in the assessment? 3. Which consequences do the SEN assessment reports suggest? 4. Which thought styles become apparent in the assessment reports? Theoretical frameworks: The research is inspired by the work of Fleck (1979), seeing the supplement, development and transformation of thought styles as being responsible for empirical discovery. It is supposed that the SEN reports are characterised by different thought styles which can be related to a categorical or relational perspective regarding school problems (Emanuelsson, Persson & Rosenqvist, 2001). Methodology/research design: A qualitative research approach was adopted. 30 assessment reports were collected in Scania; 29 in NRW. We accessed the material by contacting schools (Scania) or school administrations (NRW). A content analysis was conducted. Limitations can be seen in the low number of reports and the selection process, being dependent on the preselection of professionals. Expected conclusions/Findings: In an international comparative perspective, both differences and similarities were found. Observations were used as a method of investigation both in Sweden and Germany. However, intelligence tests were often conducted in NRW, but only exceptional in Scania. In both countries, the perspective of guardians and pupils is hardly documented. Regarding consequences of the assessment, measures on the individual level dominate, in the German examples even more notable than in Swedish cases. In line with earlier research this tendency is interpreted as maintenance of a thought style focusing on the pupils’ individual “failure”, and to less extent on the adaptation of the learning environment. Relevance for Nordic Educational Research: Comparative research on assessment will contribute to further discuss and elaborate diagnostic approaches both in the Nordic countries and international. References Emanuelsson, I., Persson, B. & Rosenqvist, J. (2001). Forskning inom det specialpedagogiska området: en kunskapsöversikt. Stockholm: Statens skolverk. Fleck, L. (1979). Genesis and development of a scientific fact. Chicago: University of Chicago Press. Hamre, B., Morin, A. & Ydesen, C. (Eds.) (2018, forthcoming). Testing and Inclusive Schooling: International challenges and opportunities. Abingdon: Routledge.
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- Augustinsson, Sören, 1957-
(författare)
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Pedagogiskt ledarskap
- 2012
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Ingår i: Skolledares utmaning. - Malmö : Tankesmedjan. ; , s. 38-42
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Bokkapitel (populärvet., debatt m.m.)
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