| 1. |
- Andersson, Anna-Lena, et al.
(author)
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Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning
- 2017. - 1
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In: Barns övergångar. - Lund. - 9789144115481 ; , s. 151-167
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Book chapter (peer-reviewed)abstract
- Barn som har intellektuell funktionsnedsättning kan få sin undervisning i grundskolan, men läsa enligt grundsärskolans läroplan. Hur är det att göra övergångar mellan olika skolformer och olika skolor för barn som har intellektuell funktionsnedsättning? Hur kan det se ut för dessa barn i förskola och skolan innan utredning inför mottagande i särskola, under utredning och efter utredning? Detta kapitel diskuterar just dessa frågor och presenterar tre föräldraberättelser om sina barns skoltid.
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| 2. |
- Andersson, Anna-Lena, et al.
(author)
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Parents’ perspectives on pedagogical transitions and educational situations of students with mild intellectual disability
- 2021
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Conference paper (peer-reviewed)abstract
- Abstract titleParents’ perspectives on pedagogical transitions and educational situations of students with MIDIntroduction: The goal of the Swedish educational system is to offer all students a meaningful and equal education in an inclusive classroom environment. At the same time there are parallel school systems in Sweden, comprised by the Compulsory School for Students with Intellectual Disability (CSSID) and Compulsory School (CS).Aim: The aim of this study was to explore parents’ perspectives about their children’s pedagogical transitions and educational situation over time.Method: The data constitutes of six interviews with parents of students with mild intellectual disability (MID). All interviews were inductively analyzed using thematic analysis.Results: Three master themes were summarised: 1) Uncertainty and worries, 2) Process and interactions, and 3) The novel situation.Implications: The transition from CS to CSSID requires a readjustment for parents and they express the need for support from professionals in these transitions. The change for the children could be to meet new knowledge requirements and for parents to find new forms of interaction between home and school. For children and parents the ability to face change was made visible, for example, trust in teachers was affected. In order to create a functioning everyday life, actors at different levels need to collaborate.
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| 7. |
- Andersson, Anna-Lena
(author)
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Utbildningssituationen för elever med lindrig intellektuell funktionsnedsättning : Lärares och föräldrars perspektiv
- 2020
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Doctoral thesis (other academic/artistic)abstract
- The goal of the Swedish educational system is to offer all students a meaningful and equal education in an inclusive classroom environment. At the same time there are parallel school systems in Sweden, comprised by the Compulsory School for Students with Intellectual Disability (CSSID) and Compulsory School (CS). Students who are not able to achieve in accordance with syllabus of CS and who have an intellectual disability (ID) are eligible to receive education according to the CSSID syllabus. The decision of placement in either type of school rests on students’ parents. It can be assumed, therefore, that teachers are expected to offer education adjusted to each student’s individual needs.The aim of the thesis is to deepen the knowledge about the educational situation of students with mild intellectual disability (MID) through the perspectives of teachers and parents. Teachers’ and parents’ experiences and perceptions are studied: parents offer their stories about their children’s educational situation over time, and teachers’ reason about their work in teaching situations with the target group. Furthermore, pedagogical evaluations are studied to look at how school difficulties in teaching situations are described.The empirical data was collected in one municipality from the middle part of Sweden. The data constitutes of six interviews with parents of students with MID, and also 21 pedagogical evaluations of students with MID. Additionally, interviews were conducted with 21 teachers: eleven CS teachers and ten CSSID teachers.All interviews were analyzed using thematic analysis and using Interpretative Phenomenological Analysis (IPA), and manifest contents analysis was used to analyze pedagogical evaluations. Theories used were Biesta’s theory on the dimensions of education, the three levels in education transitions by Griebel and Niesel, and the school didactic theory by Uljen.The results show that the educational transitions and the educational situation around students with MID are complex. The transition from CS to CSSID means a readjustment for parents and they express the need for support from professionals in these transitions. Pedagogical evaluations contain individual-focused descriptions and focus to a lesser extent on teaching adaptations. Teachers in CS and CSSID outlined both common challenges in provision of support to all students but also described different prerequisites for it in the two school types. The results indicate that the teaching situation in both CSSID and the CS needs to be reviewed with regard to the school's organizational conditions to offer inclusive education.Keywordsinclusive education, transition, students with mild intellectual disability, interview, pedagogical evaluations, teachers, parents
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| 8. |
- Arvidsson, Patrik, et al.
(author)
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IDENTIFICATION OF POSSIBLE LEARNING PROBLEMS IN CHILDREN WITH INTELLECTUAL DISABILITIES
- 2023
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In: The Routledge Handbook of Inclusive Education for Teacher Educators: Issues, Considerations, and Strategies. - London : Taylor and Francis Inc.. ; , s. 256-265, s. 256-265
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Book chapter (pop. science, debate, etc.)abstract
- All children have the right to become equal citizens of the society. Children with intellectual disabilities have difficulties in learning and may need support to reach that equality, and some extra resources may be needed. Compared to children with typical development, children with intellectual disabilities have problems in three cognitive areas that are essential for learning activities: Abstract thinking. Understanding/using abstract symbols (text, numbers, money, and time) and imagining non-experienced things and situations. Several-steps thinking. Understanding multiple-level instructions and connections between cause and effect. Simultaneous handling of information. Nuanced considerations/comparisons, risk considerations and problem solving that manifest in complex social situations. Endorsing an interactive bio-psycho-social understanding of intellectual disabilities implies that learning limitations are the discrepancy between abilities and the level and/or quality of support, and according to this an inclusive approach to learning should be based on knowledge about abilities rather than dis-abilities. Two inclusive classroom strategies for learning are presented and discussed in this chapter. These strategies seek ways of providing universal, inclusive learning situations where children with intellectual disability can interact with any children and the most important role for a teacher is to find ways to support the children in that interaction.
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| 9. |
- Baric, Vedrana B., et al.
(author)
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Partnering for change (P4C) in Sweden : a study protocol of a collaborative school-based service delivery model to create inclusive learning environments
- 2023
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In: BMC Public Health. - : Springer Nature. - 1471-2458. ; 23:1
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Journal article (peer-reviewed)abstract
- Background: Inclusive learning environments are considered as crucial for children's engagement with learning and participation in school. Partnering for change (P4C) is a collaborative school-based service delivery model where services are provided at three levels of intensity based on children's needs (class, group-, individual interventions). Interventions in P4C are provided universally to support all children with learning, not only children with special education needs (SEN), and as such are expected to be health-promoting.Aim: The aim of the study is to evaluate the effectiveness and cost-effectiveness of P4C as well as school staff members' and children's experiences after P4C.Methods: In a parallel, non-randomised controlled intervention design, 400 children, aged 6-12 years, and their teachers, will be recruited to either intervention classes, working according to the P4C, or to control classes (allocation ratio 1:1). Data will be collected at baseline, post-intervention (4 months), and 11 months follow-up post baseline. The primary outcome is children's engagement with learning in school. Secondary outcomes include for example children's health-related quality of life and wellbeing, occupational performance in school, attendance, and special educational needs. The difference-in-differences method using regression modelling will be applied to evaluate any potential changes following P4C. Focus group interviews focusing on children, and professionals' experiences will be performed after P4C. A health economic evaluation of P4C will be performed, both in the short term (post intervention) and the long term (11-month follow-up). This study will provide knowledge about the effectiveness of P4C on children's engagement with learning, mental health, and wellbeing, when creating inclusive learning environments using a combination of class-, group- and individual-level interventions.
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| 11. |
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Barns övergångar : Förskola, förskoleklass, fritidshem, grundsärskola och grundskola
- 2017
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Editorial collection (other academic/artistic)abstract
- En god skolstart främjar trygghet, ro att lära och bidrar till goda utvecklingsmöjligheter. Positiva övergångar mellan olika skolformer främjar kontinuitet i barns lärandevägar och är mycket beroende av lärares kompetens och lyhördhet. I denna antologi ges perspektiv från lärare, barn och föräldrar om de övergångar som barn gör under sin skolgång, skolövergångar genom nutida övergångsforskning.
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| 12. |
- Dada, Shakila, et al.
(author)
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A review of interventions for children and youth with severe disabilities in inclusive education
- 2023
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In: Cogent Education. - : Taylor & Francis. - 2331-186X. ; 10:2
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Research review (peer-reviewed)abstract
- Children with severe disabilities are often excluded from educational opportunities due to inter alia attitudinal barriers and a lack of teacher training. This scoping review paper assessed intervention studies focused on inclusive education for children with severe disabilities. It was found that a total of 13 studies met the review's inclusion criteria. The results revealed a paucity of literature and highlighted five main areas of focus in the available intervention studies. The majority of intervention studies were found to be focused on increasing engagement, reducing behaviours and improving social inclusion as outcomes. There was limited focus on studies focusing on the improvement of academic outcomes.
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| 13. |
- Dada, Shakila, et al.
(author)
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Attitudes towards an unfamiliar peer with complex communication needs using an iPad with AAC software and a communication board : Perspectives of adolescents with physical disabilities 1
- 2023
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In: The Routledge Handbook of Inclusive Education for Teacher Educators. - London : Routledge Publishing. - 9781003266068 ; , s. 105-119
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Book chapter (peer-reviewed)abstract
- This study considered the attitudes of adolescents with physical disabilities towards an unfamiliar peer with complex communication needs who uses augmentative and alternative communication (AAC). The study aimed to determine and compare the attitudes of adolescents with physical disabilities when an unfamiliar peer used a general consumer-level mobile technology device with an AAC application (iPad™ with Proloquo2Go™) versus a low technology communication board. A non-experimental descriptive survey design was used involving 35 adolescents with physical disabilities. The participants were divided into two groups using paired randomization. Group A viewed DVD-1 showing an unfamiliar peer with complex communication needs in a scripted conversation with a communication partner using an iPad with Proloquo2Go. Group B viewed DVD-2, which showed the same interaction using a communication board. The participants completed the Communication Aid/Device Attitudinal Questionnaire (CADAQ) after watching the DVD. The results indicate the unfamiliar peer was viewed more positively by adolescents with physical disabilities when using the iPad with Proloquo2Go as compared to the communication board, with a statistically significant difference in the affective/behavioural and cognitive/belief components of the CADAQ. The use of general consumer-level mobile technologies with AAC applications should therefore be considered for use by adolescents who use AAC.
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| 14. |
- Dada, Shakila, et al.
(author)
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The involvement matrix as a framework for involving youth with severe communication disabilities in developing health education materials
- 2022
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In: Health Expectations. - : Wiley. - 1369-6513 .- 1369-7625. ; 25:3, s. 1004-1015
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Journal article (peer-reviewed)abstract
- Introduction: Involving youth with severe communication disabilities in health research is foregrounded in a perspective of rights and participation. Researchers aligned with a participatory and inclusive research agenda recommend that involving youth in health research should be a deliberate and well-planned process. However, limited examples exist of how researchers can facilitate the involvement of youth with severe communication disabilities in research projects.Method: The aim of this paper was to describe the application of the Involvement Matrix as a conceptual framework to guide the three phases of a research project with youth with severe communication disabilities.Results: Six youth aged 19–34 years consented to be involved in the project. All youth had a severe communication disability and used augmentative and alternative communication (AAC) to support their involvement in the research project. The Involvement Matrix provided a structure to delineate four involvement roles in three research phases: In Phase 1, youth were listeners to research information and advisors in the needs analysis. In Phase 2, as advisors and decision-makers, youth provided their opinions on selecting picture communication symbols for health materials. In Phase 3, as partners, they were copresenters at an online youth forum.Conclusion: The Involvement Matrix was used to plan and implement the involvement of youth with severe communication disabilities in codeveloping health materials for use during the COVID-19 pandemic. The Involvement Matrix can be applied together with AAC to enable meaningful involvement of youth in a health research project as listeners, advisors, decision-makers and partners.Patient or Public Contribution: This study project was codeveloped with youth with severe communication disabilities who use AAC in South Africa. A person with lived experience was involved as an advisor to the health material development process and in the drafting of the manuscript.
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| 16. |
- Johnels, Linn, 1978-, et al.
(author)
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The effect of MultiSensory Music Drama on the interactive engagement of students with severe/profound intellectual and multiple disabilities
- 2024
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In: British Journal of Learning Disabilities. - 1354-4187 .- 1468-3156. ; 52:1, s. 150-165
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Journal article (peer-reviewed)abstract
- Background: Interactive engagement, specifically attention and initiation, are considered important skills for facilitating development and learning in students with severe/profound intellectual and multiple disabilities. Prior research has suggested that music therapy and multisensory storytelling are two promising interventions for supporting interactive engagement in this population. However, there are no known/published studies that have investigated the effect of combining relevant elements from musical interaction and multisensory storytelling for this group of students. This study aims to determine the effect of a novel educational approach—MultiSensory Music Drama (MSMD)—on the interactive engagement of students with severe/profound intellectual and multiple disabilities.Methods: A single-case experimental design, specifically an ABAB design across three participants, was used to describe the effect of MSMD on interactive engagement when compared with a control activity. School staff members' perceptions of student interactive engagement and social validity were obtained.Findings: Coded video observations showed significantly higher levels of interactive engagement during MSMD for all three participants when compared to the control activity. Furthermore, the ratings on the interactive engagement from school staff members improved for two of the three participants. Finally, school staff members scored the social validity and perceived educational usefulness of the MSMD as very high.Conclusions: The findings provide initial evidence that MSMD may be effective in supporting the interactive engagement of some students with severe/profound intellectual and multiple disabilities.
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| 17. |
- Lillvist, Anne, 1978-, et al.
(author)
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Valued and performed or not? Teachers' ratings of transition activities for young children with learning disability
- 2017
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In: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X. ; 32:3, s. 422-436
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Journal article (peer-reviewed)abstract
- Stakeholder collaboration has been identified as a facilitator for positive transition outcomes for all children, and especially for children in need of special support. However, the type and extent of stakeholder collaboration have shown to be related to teachers' view of their transition practises. Thus, this study set out to examine the transition activities reported by 253 teachers in Compulsory School for Students with Learning Disabilities in Sweden. The purpose was to study the type of transition activities performed and how important teachers regarded these activities to be. The results show that overall teachers are engaged in transition activities that can be described as mainly traditional, as they do not differ from transition activities carried out in other educational settings. The results also show that untraditional transition activities, such as home visits and joint parent meetings with preschools, are viewed as important, but rarely executed. The results are discussed from an ecological systems perspective, emphasising the interconnectedness of individuals and their environment. Focus is given to individualised transition processes and developmentally appropriate transition activities for young children with learning disability.
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| 18. |
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| 19. |
- Talman, Lena, et al.
(author)
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Staff members and managers’ views of the conditions for the participation of adults with profound intellectual disability or profound intellectual and multiple disabilities
- 2019
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In: JARID. - : Wiley. - 1360-2322 .- 1468-3148. ; 32:1, s. 143-151
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Journal article (peer-reviewed)abstract
- BackgroundParticipation is a central aspect of quality of life, and it is indicative of high‐quality outcomes for people with intellectual disabilities. However, participation is difficult to achieve for adults with profound intellectual and multiple disabilities.AimTo describe staff members’ perceptions of what participation means for adults with profound intellectual and multiple disabilities.MethodUsing a phenomenographic approach, 27 interviews were analysed resulting in variations in the conditions for participation.ResultsThe interviews revealed conditions for participation at individual, staff and organisational levels.ConclusionParticipation appears to be an un‐reflected phenomenon, and several conditions must be met to achieve it. The conditions are experienced being fundamental for adults within the target group to achieve any kind of participation. The staff members and managers’ perceptions of participation as conditional can make it more difficult for adults within the target group to achieve the Swedish disability policy goal of participation.
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| 20. |
- Talman, Lena, et al.
(author)
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Staff’s and managers’ conceptions of participation for adults with profound intellectual disabilities or profound intellectual and multiple disabilities
- 2019
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In: Scandinavian Journal of Disability Research. - : Stockholm University Press. - 1501-7419 .- 1745-3011. ; 21:1, s. 78-88
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Journal article (peer-reviewed)abstract
- One goal of disability policies in Sweden and other countries is to ensure that people with disabilities are afforded an equal level of daily life participation as other citizens. However, few studies have examined this in adults with profound intellectual disabilities (PID) or profound intellectual and multiple disabilities (PIMD). This study used a phenomenographic approach to interview managers and staff at a social care organisation in a medium-sized Swedish municipality. It aimed to elucidate and describe conceptions of participation to highlight conceptual variations. Divergent conceptualisations were found, reflecting a lack of organisational consensus about the meaning of participation. Trying to fulfil policy goals of daily life participation for adults with PID or PIMD without a common understanding of the meaning of participation is difficult, so people at all levels of an organisation need to have a shared understanding and definition of it. © 2019 The Author(s).
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| 21. |
- Talman, Lena, et al.
(author)
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Staffs’ documentation of participation for adults with profound intellectual disability or profound intellectual and multiple disabilities
- 2018
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In: Disability and Rehabilitation. - : Informa UK Limited. - 0963-8288 .- 1464-5165. ; 40:1, s. 2527-2537
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Journal article (peer-reviewed)abstract
- Purpose: This study investigated what areas of International Classification of Functioning, Disability and Health were documented in implementation plans for adults with profound intellectual disability or profound intellectual and multiple disabilities with focus on participation.Methods: A document analysis of 17 implementation plans was performed and International Classification of Functioning, Disability and Health was used as an analytic tool.Results: One hundred and sixty-three different codes were identified, especially in the components Activities and participation and Environmental factors. Participation was most frequently coded in the chapters Community, social and civic life and Self-care. Overall, the results showed that focus in the implementation plans concerned Self-care and Community, social and civic life. The other life areas in Activities and participation were seldom, or not at all, documented.Conclusions: A deeper focus on participation in the implementation plans and all life areas in the component Activities and participation is needed. It is important that the documentation clearly shows what the adult wants, wishes, and likes in everyday life. It is also important to ensure that the job description for staff contains both life areas and individual preferences so that staff have the possibility to work to fulfill social and individual participation for the target group.Implications for rehabilitationThere is a need for functioning working models to increase participation significantly for adults with profound intellectual disability or profound intellectual and multiple disabilities.For these adults, participation is achieved through the assistance of others and support and services carried out must be documented in an implementation plan.The International Classification of Functioning, Disability and Health can be used to support staff and ensure that information about the most important factors in an individual’s functioning in their environment is not omitted in documentation.
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| 22. |
- Wallin, Sofia, 1983-, et al.
(author)
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Turn-taking and communication modes of students and staff in group activities at non-inclusive schools for students with intellectual disability
- 2024
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In: Augmentative and Alternative Communication. - 0743-4618 .- 1477-3848. ; 40:1, s. 19-30
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Journal article (peer-reviewed)abstract
- Most students with intellectual and communicative disability who rely on augmentative and alternative communication (AAC) attend non-inclusive school settings. Little is known about turn-taking and the use of various communication modes in groups of students and staff in this context. Previous studies on single students with intellectual disability in various school settings have found that staff tend to dominate interactions and augmented communication modes are used more during structured than unstructured activities. The present study explored turn-taking contributions and communication modes in whole groups of students and staff in non-inclusive school settings in Sweden. Video observations of 33 students and 30 school staff were conducted in seven classrooms during one structured activity (circle time) and one unstructured activity (leisure time). Turn-taking contributions and communication modes were examined when comparing students and staff and when comparing the two activities. Findings revealed that staff dominated the interactions and augmented communication modes were used less during leisure time than circle time. Notably, aided augmented communication modes, particularly speech-output technologies, were used sparsely. Findings of this study highlight the importance of supporting staff members in applying partner strategies and incorporating augmented input, especially aided augmented input, across various group activities at school.
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