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| 2. |
- Anderson, Lotta, et al.
(author)
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Med fokus på samspel : Att använda video i specialpedagogisk forskning
- 2009
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In: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :4, s. 81-103
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Journal article (peer-reviewed)abstract
- The field of special education is characterized by substantial complexity in learning as well as in interaction and communication. Video-observations are especially suitable for studies of interactions and especially interaction with students in communicative complex situations. Video analysis also makes it possible to uncover the "hidden agenda" and the subtle signals that shape relationships, emotional climate and learning in the classroom. In the article focus is on the potential video-observations offers in studies of students in special needs in general and students with disabilities as deafness and hearing loss in particular. Advantages and limitations of video technology are discussed as well as ethics in relation to special educational contexts. Different principles of transcription and analysis, when sign language and manual signs are used in communication, are described. Examples from our research are given as analysis of communication between mother and child, between teacher and student and between students. The discussion focuses on issues that video-recording may highlight, in ways another medium could not, knowledge to be acquired from the analysis and conclusions that can be drawn from the referred examples.
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| 3. |
- Avery, Helen
(author)
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Moving together – conditions for intercultural development at a highly diverse Swedish school
- 2016
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Doctoral thesis (other academic/artistic)abstract
- This thesis is a case study of a primary school in a highly diverse urban neighbourhood in Sweden. Basic pre-conditions for intercultural school development are studied by examining the overall organisation of teaching, learning and opportunities for collaboration in the investigated case. The study focuses on the targeted support measures to enhance learning for students with an immigrant background: Mother tongue instruction, Swedish as a Second Language, and tutoring in the mother tongue, as well as looking at pedagogical support provided by the school library. The latter has a mission to promote learning and inclusion, where non-native speakers of Swedish are a prioritised group.Communities of practice linked to the work organisation at a meso-level are investigated, and the collaborative relationships between professional groups at the school involved in the various support measures. Teacher relationships and categorisations implied by support measures impact the learning spaces that are shaped for students and the teaching spaces within which teachers work. Collaborative opportunities and convergence of concerns in the teaching spaces combine to shape the overall space for intercultural development.The raw data for the case study consists of interviews, national policy documents and additional information on local work organisation gained through documents and observations. Four articles resulted from the case study, each focusing a specific support measure. An overarching analysis is then made of findings from these articles and the other dimensions of the investigation. The analysis describes the organisation in terms of monocultural or intercultural school cultures, pointing to significant characteristics of the landscapes of practice, with respect to their overall implications for the spaces of school development. In the discussion, findings are considered in relation to research on professional development in education, collaboration, democracy and inclusive schooling.The relative positioning of languages and cultures is given particular attention, to ascertain if the school culture is monocultural or intercultural in the sense given by Lahdenperä (2008), and to what extent it could enable intercultural development. Such positioning plays a role interms of affordances for identity, participation and engagement discussed by Wenger (1998).This case study should be understood against the wider background of recent social developments in Europe linked to globalisation and technological changes. It is argued that looking at the concrete specifics which facilitate or obstruct school development, and simultaneously reflecting on how the different forms of teaching interrelate in the overall organisation and in policy may provide a useful vantage point from which structural changes can be contemplated.The discussion underlines the importance of the physical localisation of activities, continuity in personal contacts and time available for joint pedagogical reflection, as basic conditions for effective intercultural dialogue in the organisation. Finally, the impact of policy is considered, looking at connections between levels of policy, expressed in official steering documents, and conditions for teaching and learning at the level of an individual school.
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| 4. |
- Carlsson, Reidun, 1948-
(author)
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Gamla mönster i nya former? Tre studier om specialpedagogik i teori och praktik
- 2010
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Licentiate thesis (other academic/artistic)abstract
- The overall aim of the research presented here is to examine challenges in the special needs support tradition and the consequences of these challenges with the aim of increasing knowledge regarding the opportunities and constraints that are created as partof the support. In addition, the overarching study aims to highlight issues of democracyand inclusion in the social practices that are focused here and in what manner theseemerge and are framed. These aims are examined through three separate studies.The first study theoretically examines the central concepts of democracy and inclusionin school policy. The central query here relates to what possible consequences differentmodels of democracy imply vis-à-vis inclusive processes and what possibilities exist forchallenging traditions in special need education? Tradition has often been recognized asan important factor for compensating individuals in a reactive and segregating way.The second study takes an ethnographic point of departure and focuses five languagepre-schools that are instituted with the primary aim of teaching Swedish to children fromhomes where Swedish is not spoken. The institutional intention is to prepare these pupilsfor inclusion in future school arenas. One query here relates to what types ofconsequences such a proactively conceptualized activity gives rise to?A case-study that focuses the analysis of a course to prepare teachers for writingremedial plans constitutes the third research foci. The course is offered by a national stateauthority, the older Institute of Special Education (Specialpedagogiska institutet). Theactivity of working on remedial plans is a challenge for the special educational traditionand its individualization of school related problems. A central issue here relates to whatconsequence such a challenge gives rise to when it is formulated by a school-authority?The results of the studies presented in this thesis indicate that traditions resist changeeven though there is an ambition to challenge these. Old patterns of providing support ininstitutional arenas are difficult to reshape. In both empirical studies individual deficits isa common understanding of school-problems. The results of the empirical studies are alsodiscussed in relation to the conceptual analysis presented in the first article.
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| 5. |
- Martinsson Niva, Malin, 1976-
(author)
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Det demokratiska uppdraget - en utmaning för pedagogen i grundsärskolan? : En studie om elevinflytande i träningsskolan där TAKK används som kommunikationsverktyg
- 2016
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Licentiate thesis (other academic/artistic)abstract
- Syftet med studien var att undersöka pedagogens arbete med elevinflytande i grundsärskolan med inriktning träningsskola där TAKK, Tecken som Alternativ och Kompletterande Kommunikation användes som kommunikationsverktyg. Det empiriska materialet samlades in från tre skolor i tre olika kommuner i samma län. Datamaterialet bestod av lokala styrdokument med ändamål att få en inblick i vilka ambitioner som fanns för det pedagogiska arbetet med elevinflytande, observationer i form av videofilmningar och fältanteckningar samt intervjuer med pedagoger, elever och vårdnadshavare. Studien hade en kvalitativ metodansats med inspiration av ett sociokulturellt perspektiv, med Shiers (2001) delaktighetsmodell som analysverktyg och ett förfaringssätt som kunde beskrivas som en abduktiv arbetsprocess. Resultatet pekade på att det var en pedagogisk utmaning att uppnå det demokratiska uppdraget om elevinflytande och förena det med styrdokumentens kunskapskrav. Studien visade att pedagogerna beaktade elevernas erfarenheter och kunskaper enbart till viss del, då det fanns situationer där eleverna hade kunnat involveras i större utsträckning för att påverka sin skolvardag. Sammanfattningsvis indikerade resultatet att TAKK bidrog till kommunikation och främjade elevernas förmåga att uttrycka sig och sina åsikter.
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| 6. |
- Palla, Linda, 1974-
(author)
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Med blicken på barnet : om olikheter inom förskolan som diskursiv praktik
- 2011
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Doctoral thesis (other academic/artistic)abstract
- Med blicken på barnet syftar till att synliggöra hur barn skapas som subjekt när deras beteenden förbryllar, oroar eller utmanar personal i förskolan och hur utrymme för, eller begränsningar av, barnens möjligheter till att vara, kunna eller göra olika därmed framträder. Vidare belyser studien hur hanterings- och styrningsförslag av barnen och deras beteenden formuleras i specialpedagogiska sammanhang inom förskolan som diskursiv praktik. Huvudsaklig grund för studien är situationer där avdelningspersonal och specialpedagog möts för samtal samt texter som producerats i samband med dylika samtal. Studien vilar på en poststrukturalistisk teoribildning och har genomförts med ett diskursanalytiskt angreppssätt. Studien har genomförts utifrån antagandet om att språket medverkar till hur människor konstituerar, socialt konstruerar och förändrar sin verklighet. Även om det finns rörlighet och förändringskraft i språket kan, genom att ett specifikt sätt att tänka och tala inom en kontext reproduceras och fixeras, viss kunskap och vissa föreställningar bli dominerande och till slut tas så för givna att de inte längre ifrågasätts. Studien erbjuder en alternativ bild som kan öppna upp för reflektion och andra sätt att tänka och tala än de som har blivit och utmärkt sig som naturliga och dominerande i specialpedagogiska sammanhang inom förskolan.
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| 7. |
- Palla, Linda
(author)
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Med blicken på barnet : Om olikheter inom förskolan som diskursiv praktik
- 2011
-
Doctoral thesis (other academic/artistic)abstract
- Med blicken på barnet syftar till att synliggöra hur barn skapas som subjekt när deras beteenden förbryllar, oroar eller utmanar personal i förskolan och hur utrymme för, eller begränsningar av, barnens möjligheter till att vara, kunna eller göra olika därmed framträder. Vidare belyser studien hur hanterings- och styrningsförslag av barnen och deras beteenden formuleras i specialpedagogiska sammanhang inom förskolan som diskursiv praktik. Huvudsaklig grund för studien är situationer där avdelningspersonal och specialpedagog möts för samtal samt texter som producerats i samband med dylika samtal. Studien vilar på en poststrukturalistisk teoribildning och har genomförts med ett diskursanalytiskt angreppssätt. Studien har genomförts utifrån antagandet om att språket medverkar till hur människor konstituerar, socialt konstruerar och förändrar sin verklighet. Även om det finns rörlighet och förändringskraft i språket kan, genom att ett specifikt sätt att tänka och tala inom en kontext reproduceras och fixeras, viss kunskap och vissa föreställningar bli dominerande och till slut tas så för givna att de inte längre ifrågasätts. Studien erbjuder en alternativ bild som kan öppna upp för reflektion och andra sätt att tänka och tala än de som har blivit och utmärkt sig som naturliga och dominerande i specialpedagogiska sammanhang inom förskolan.
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| 8. |
- Preisler, Gunilla, et al.
(author)
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A psychosocial follow-up study of deaf preschool children using cochlear implants
- 2002
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In: Child Care Health and Development. - : Wiley-Blackwell. - 0305-1862 .- 1365-2214. ; 28:5, s. 403-418
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Journal article (peer-reviewed)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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| 9. |
- Preisler, Gunilla, et al.
(author)
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Interviews With Deaf Children About Their Experiences Using Cochlear Implants.
- 2005
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In: American Annals of the Deaf. - : Project Muse. - 0002-726X .- 1543-0375. ; 150:3, s. 260-267
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Journal article (peer-reviewed)abstract
- Within the framework of a longitudinal study of deaf children with cochlear implants, 11 children with implants were interviewed. The objective was to shed light on what it is like for a child to use a cochlear implant, based on these children's own experience with implants, which ranged from 5.0 to 7.5 years. Six of the children were in schools for the deaf, five in regular classes. All but one used an implant daily. The children appreciated that an implant enabled them to perceive sounds in the environment. Some of the children in regular classes could take part in one-to-one conversations with teachers but had difficulty following teaching and discussions. This observation was consistent with what the children's parents and teachers had maintained. Peer interaction was said to be best when other children had the use of at least some signs.
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| 10. |
- Preisler, Gunilla, et al.
(author)
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"Man får ha riktigt mycket tålamod" Intervjuer med barn med cochlea implantat
- 2004
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Reports (other academic/artistic)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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