| 1. |
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Arbetsterapi för barn och ungdom
- 2016. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- I Arbetsterapi för barn och ungdom har 28 ledande experter inom arbetsterapi bidragit med gedigen kunskap och klinisk erfarenhet av barn och ungdom med funktionsnedsättningar.I boken finns ett tydligt fokus på aktiviteter i barnens vardag men även i förhållande till hälsa, samhälle och transition från barn till vuxenlivet. Arbetsterapi för barn och ungdom tar även upp aktiviteter kring lek, skola och fritid samt hur barn lär sig nya aktiviteter, och hur de kan träna och kompensera för nedsatt funktion. Kommunikation, kognitivt stöd och förmågan att använda sina händer behandlas också.
Boken representerar forskningsläget för svensk arbetsterapi inom området barn och ungdom. Den visar att det finns en bredd i den pågående forskningen men också att det behövs mer kunskap. Arbetsterapi för barn och ungdom riktar sig till arbetsterapeuter inom grundutbildning och fortbildning samt till verksamma arbetsterapeuter och andra yrkesgrupper som möter funktionsnedsatta barn och ungdomar.
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| 2. |
- Baric, Vedrana B., et al.
(författare)
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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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Ingår i: BMC Public Health. - : Springer Nature. - 1471-2458. ; 23:1
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Tidskriftsartikel (refereegranskat)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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| 3. |
- Bolic Baric, Vedrana, et al.
(författare)
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Computer use in educational activities by students with ADHD
- 2014
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Ingår i: 16th International Congress of the World Federation of Occupational Therapists.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: One type of support in school that holds promise for students with attention deficit hyperactivity disorder (ADHD) is the use of information and communication technology (ICT) such as computers and Internet. Computer use in educational activities may be one promising tool to support academic performance of students with ADHD experiencing difficulties in school. However, students with ADHD may be overlooked regarding available support compared with students with physical disabilities.Objectives: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population.Methods: The design of the study was cross-sectional with group comparison. Students with a primary diagnosis of ADHD and related disorders were recruited from habilitation centres (HCs). Students with ADHD (n=102) were pairmatched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group.Results: Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. Conclusion: From an equality perspective, it is essential to enable students with ADHD to use computers in educational activities. Contribution to the practice/evidence base of occupational therapy: Focusing on promoting computer use in educational activities in school for students with physical disabilities as well as students with ADHD is an emerging field in occupational therapy.
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| 4. |
- Bolic, Vedrana, et al.
(författare)
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Computer use in educational activities by students with ADHD
- 2013
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 20:5, s. 357-364
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Tidskriftsartikel (refereegranskat)abstract
- Aim: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population. Methods: The design of the study was cross-sectional with group comparison. Students with ADHD (n = 102) were pair-matched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group. Results: The study showed that less than half of the students with ADHD had access to a computer in the classroom. Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. Conclusions: These results indicate that occupational therapists should place more emphasize on how to enable students with ADHD to use computers in educational activities in school.
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| 5. |
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| 6. |
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| 7. |
- Ek, Ingalill, et al.
(författare)
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An experience-based treatment model for children unwilling to eat.
- 2016
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Ingår i: Nursing children and young people. - : RCN Publishing Ltd.. - 2046-2344 .- 2046-2336. ; 28:5, s. 22-8
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Tidskriftsartikel (refereegranskat)abstract
- Background Guidance during Meals is a two-week inpatient intervention undertaken at the Folke Bernadotte Regional Habilitation Centre, Sweden, to help parents deal with children's eating problems. Parents are given advice about medical and/or behavioural reasons for food selectivity and possible treatment strategies. Aims To identify the way parents handle mealtimes and associated difficulties and investigate parents' opinion on children's progress using Guidance during Meals. Method A questionnaire, consisting of 30 statements and answered by 41 parents, was used to investigate parents' opinions regarding the success of the intervention in altering their child's eating habits at home. Findings Most parents thought that the intervention had helped them and their child, by teaching them how to guide their child during mealtimes, what made it easier for their child to eat, and how to communicate with their child in an encouraging way. Most children retained their increased interest in eating once back at home. These results were not dependent on time of onset of eating problems, number of intervention periods, length of time since the intervention, or gastrostomy. Conclusion The Guidance during Meals intervention helps parents develop knowledge about factors that hinder or facilitate eating in their child and tools that can help their child finish meals, and gives them a sense of hope that positive change can occur.
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| 8. |
- Ek, Ingalill, et al.
(författare)
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An experience-based treatment model for children unwilling to eat : A Swedish study looks at ways of encouraging children to change their habits at mealtimes and helps parents adapt to these new approaches
- 2016
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Ingår i: Nursing Children and Young People. - London, UK : Royal College of Nursing. - 2046-2344 .- 2046-2336. ; 28:5, s. 22-28
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Tidskriftsartikel (refereegranskat)abstract
- Background Guidance during Meals is a two-week inpatient intervention undertaken at the Folke Bernadotte Regional Habilitation Centre, Sweden, to help parents deal with children’s eating problems. Parents are given advice about medical and/or behavioural reasons for food selectivity and possible treatment strategies.Aims To identify the way parents handle mealtimes and associated difficulties and investigate parents’ opinion on children’s progress using Guidance during Meals.Method A questionnaire, consisting of 30 statements and answered by 41 parents, was used to investigate parents’ opinions regarding the success of the intervention in altering their child’s eating habits at home.Findings Most parents thought that the intervention had helped them and their child, by teaching them how to guide their child during mealtimes, what made it easier for their child to eat, and how to communicate with their child in an encouraging way. Most children retained their increased interest in eating once back at home.These results were not dependent on time of onset of eating problems, number of intervention periods, length of time since the intervention, or gastrostomy.Conclusion The Guidance during Meals intervention helps parents develop knowledge about factors that hinder or facilitate eating in their child and tools that can help their child finish meals, and gives them a sense of hope that positive change can occur.
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| 9. |
- Hallböök, Helene, et al.
(författare)
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Ciprofloxacin prophylaxis delays initiation of broad-spectrum antibiotic therapy and reduces the overall use of antimicrobial agents during induction therapy for acute leukaemia : A single-centre study
- 2016
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Ingår i: INFECTIOUS DISEASES. - : Informa UK Limited. - 2374-4235 .- 2374-4243. ; 48:6, s. 443-448
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Tidskriftsartikel (refereegranskat)abstract
- Background Due to an outbreak of extended-spectrum beta-lactamase (ESBL)-producing Escherichia coli and Klebsiella pneumoniae, the routine use of fluoroquinolone prophylaxis was questioned. As a result, this study was conducted with the aim to evaluate the impact of ciprofloxacin-prophylaxis on the use of broad-spectrum antibioctics and anti-mycotics. Methods A cohort of 139 consecutive patients with acute leukaemia treated with remission-inducing induction chemotherapy between 2004-2012 at the Department of Haematology in Uppsala University Hospital was analysed. Results Fifty-three patients (38%) received broad-spectrum antibiotics at the initiation of chemotherapy and were not eligible for prophylaxis. Of the remaining patients, the initiation of broad-spectrum antibiotics was delayed by 3 days in those receiving ciprofloxacin prophylaxis (n = 47) compared with those receiving no prophylaxis (n = 39). The median duration of systemic antibiotic treatment was 6 days shorter in patients receiving ciprofloxacin prophylaxis (12 vs 18 days; p = 0.0005) and the cumulative (total) median days on systemic antibiotic treatment was shortened by 8 days (15 vs 23 days, p = 0.0008). Piperacillin/tazobactam (p = 0.02), carbapenems (p = 0.05) and empiric broad-spectrum antifungals (p < 0.01) were used significantly less often when ciprofloxacin prophylaxis was given. Conclusions Ciprofloxacin prophylaxis delayed empiric therapy by 3 days and reduced overall antibiotic use in this study. These benefits must be evaluated vs the risks of development of resistant bacterial strains, making fluoroquinolone prophylaxis an open question for debate.
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| 10. |
- Hemmingsson, Helena, et al.
(författare)
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Assistive technology devices in educational settings: Student's perspective. In Assistive technology from adapted equipment to inclusive environments
- 2009
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Ingår i: Assistive technology research series. - 1383-813X. ; 25, s. 619-621
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates use and non-use of assistive technology devices in school from the students' perspective. Specifically, the characteristics of the devices students want to use were examined, as these devices are likely to support school participation. Data collection included a) field observations and interviews with 20 students with disabilities, aged 10-19 years, and their teachers (n=17) and, b) examination of the number and type of assistive technology devices provided. Findings demonstrated it is essential that devices be integrated into classroom activities and that students experience instant benefits for their function in school without negative effects on their social participation with peers if they are to use the devices provided. Social participation was often prioritized by students. Thus, it is important providers understand that students encompass both a functional and a psycho-social perspective to their devices. Furthermore, to facilitate childrens participation in decision-making about possible assistive technology devices they need both verbal information and practical experience of using the devices.
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| 11. |
- Hemmingsson, Helena, et al.
(författare)
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BAS Bedömning av anpassningar i skolmiljön
- 2020
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Många elever i dagens svenska skola är i behov av anpassningar och särskilt stöd. För att rätt insatser ska kunna planeras och genomföras är det viktigt att elevernas behov upptäcks och kartläggs på ett systematiskt sätt. BAS - Bedömning av anpassningar i skolmiljön är ett validerat elevcentrerat intervjuinstrument som är utvecklat för att bedöma i vilken grad förutsättningarna i en viss skola överensstämmer med elevens förutsättningar. Instrumentet är avsett för barn från ungefär 7 år och uppåt. Det innehåller 16 frågor om vanliga aktiviteter och uppgifter i skolan där eleven kan behöva anpassningar eller särskilt stöd. I materialet finns samtliga formulär som behövs för att genomföra bedömningen, men också teoretisk bakgrundsinformation om instrumentet och instruktioner inför användning och administrering. I boken finns även två elevexempel för att ge läsaren en inblick i hur instrumentet fungerar i praktiken. Till boken hör en webbplats där allt material finns tillgängligt. På insidan av omslaget finns en kod som behövs för registrering. Koden är unik och kan enbart brukas av en användare. BAS kan användas för alla elever som behöver stöd eller anpassningar i skolan. Materialet riktar sig främst till elevhälsan, speciallärare, specialpedagoger och arbetsterapeuter.
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| 12. |
- Hemmingsson, Helena, 1957-, et al.
(författare)
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Bedömning av anpassningar i skolmiljön : BAS, version 3.1
- 2014
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Bedömning av anpassningar i skolmiljön (BAS) är ett bedömningsinstrument som utvecklats i Sverige för att användas inom skola. Det är avsett för barn från ungefär 7 år och äldre. Användare av instrumentet är arbetsterapeuter, speciallärare, specialpedagoger och andra professioner som fokuserar på elevens aktivitet och delaktighet i skolan.Instrumentet fokuserar på hur faktorer i omgivningen inverkar på elevens aktivitet och delaktighet i skolan. Instrumentet innehåller 16 frågeområden om vardagliga aktiviteter i skolan, där varje frågeområde bedöms utifrån en fyrgradig skala.De 16 frågeområdena är: 1. Skriva2. Läsa3. Tala4. Komma ihåg saker5. Räkna6. Göra läxor7. Göra prov8. Delta i sportaktiviteter9. Delta i praktiska/estetiska ämnen10. Delta i klassrummet11. Umgås/leka på rasten12. Delta i praktiska rastaktiviteter13. Åka på studiebesök14. Få assistans15. Ha tillgång till skolans lokaler16. Samarbeta med skolans personalFöljande frågor ställs för varje frågeområde:Hur ofta gör du/fungerar det när du ska ...........?Har du några anpassningar? Vilka?Är du nöjd med hur det fungerar nu?Om inte, vad skulle kunna underlätta för dig?Efter diskussion med eleven avslutas varje frågeområde med skattning huruvida elevenbehöver nya anpassningar,har vissa anpassningar men behöver kompletterande anpassningar,har tillfredställande anpassningar, eller• inte behöver några anpassningar.Denna nya version av BAS har uppdaterats i de teoretiska avsnitten och kompletteras med en mappning av frågeområdena till ICF. Instrumentet innehåller nu även exempel på barn och ungdomar med neuropsykiatriska funktionsnedsättningar (såsom ADHD och Aspergers syndrom) och sociala begränsningar. Instrumentet har dessutom en ny grafisk form och är mer användarvänlig.
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| 13. |
- Hemmingsson, Helena, et al.
(författare)
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E-inclusion: Digital equality – young people with disabilities
- 2015. - 217
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Ingår i: Studies in Health Technology and Informatics. - : IOS Press. - 9781614995654 - 9781614995661 ; , s. 685-688
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Konferensbidrag (refereegranskat)abstract
- The United Nations' position is that digital access is a matter involving equality between groups of people, the securing of democratic rights, and equal opportunities for all citizens. This study investigates digital equality in school and leisure between young people with and without disabilities. A cross-sectional design with group comparisons was applied. Participants were young people (10–18 years of age) with disabilities (n=389) and a reference group in about the same ages. Data were collected by a survey focusing on access to and engagement in ICT activities in school and during leisure time. The results demonstrated young people with disabilities had restricted participation in computer use in educational activities, in comparison to young people in general. During leisure time young people with disabilities had a leading position compared to the reference group with respect to internet use in a variety of activities. Beneficial environmental conditions at home (and the reverse in schools) are discussed as parts of the explanation for the differing engagement levels at home and in school, and among young people with disabilities and young people in general.Conclusion: Schools need to prioritise use of ICT by young people with disabilities.
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| 14. |
- Hemmingsson, Helena, 1957-, et al.
(författare)
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The school setting interview : SSI version 3.0
- 2014
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- The SSI is a student-centred interview assessment intended for examing the level of student-environment fit of students from approx. 7 years of age and older. The assessment focus on how environmental factors influence students’ activity and participation in school. SSI includes 16 items, which are scored by using a four-step rating scale.The 16 items are:1. Write2. Read3. Speak4. Remember things5. Do mathematics6. Do homework7. Take exams8. Participate in sports activities9. Participate in practical subjects10. Participate in the classroom11. Participate in social activities during breaks12. Participate in practical activities during breaks13. Go on field trips14. Get assistance15. Access to school16. Interact with staffFor each item, the following questions are asked:How do you act/manage in your class when you .......... (e.g. 1. Write)?Do you have any supports or adjustments? If so, what type?Are you satisfied with the present situation?If not, what kind of change would help you the most?The theoretical foundation of SSI is MOHO (Kielhofner, 2008) and client-centred practice (Law, 1998).This new version now also includes examples of children with neuropsychiatric impairments and social limitations. It has been updated in the theoretical sections and supplemented with a linking/mapping of the SSI items to ICF concepts.
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| 15. |
- Hemmingsson, Helena, et al.
(författare)
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Use of Assistive Technology Devices in mainstream schools; students´ perspective
- 2009
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Ingår i: American Journal of Occupational Therapy. - : AMER OCCUPATIONAL THERAPY ASSOC. - 1943-7676 .- 0272-9490. ; 63:4, s. 463-472
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE. The use and nonuse of assistive technology devices in school by students with physical disabilities was investigated, and the students’ experiences in using these devices is described.METHOD. We used a mixed-methods approach with predominantly qualitative methods to collect and analyze data, which included observations of and interviews with 20 students with physical disabilities and the number and type of assistive technology devices provided.RESULTS. It is vital that devices be integrated into educational practice and that students experience immediate benefits for their function in everyday school activities without detrimental effects on their social participation. The latter was often more important than being able to perform activities independently.CONCLUSION. The students adopted both a functional and a psychosocial perspective of their devices, and providers should neglect neither. Children and youth need both verbal information and practical experience using devices to be able to make informed decisions.
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| 16. |
- Karlsson, Helene, et al.
(författare)
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Quality assurance of encapsulation architecture, including subsequent washing process for permanently mounted wearable sensors
- 2018
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Ingår i: 2018 IMAPS Nordic Conference on Microelectronics Packaging (NordPac). - 9789526815053 ; , s. 14-23
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Konferensbidrag (refereegranskat)abstract
- The overall objective of the project wearITmed, Wearable sensors in smart textiles, is to develop a novel wearable sensor system demonstrator. This sensor system aims to monitor symptoms of neurological disorders such as epilepsy, Parkinson’s disease and stroke. The wearable sensor system demonstrator, including both integrated gyros/accelerometers and textile sensors, is useful for the evaluation of clinically relevant movement patterns and other physiological parameters, and further to establish disease discriminating and treatment responsive objective variables. The work presented in this paper is focused on ensuring that the wearable sensor system can be cleaned and washed without first removing the electronics. The work includes three main areas; the adhesion and architecture, the molding and finally the washing test performance. Standard wettability and peel tests (Volvo Standard STD 185–0001) were performed on standard test board IPC-B-5 and IPC-9202 test vehicle for selecting the best adhesive and encapsulation materials in form of an epoxy (Epotek 302–3M) and a medical approved silicone (Nusil MED-6019). The molded components were washtested (Standard SS-EN ISO 6330:2012) followed by testing of the electrical resistance (Standard IPC-9202). As a result a total of 22 garments were produced with four individually mounted boards in each garment. The tests showed that the wearable sensors passed the washing tests and were still functional after 10 repeated washing cycles without any change or degradation in resistance or sign of electrical failure. The wearable electronics therefore meets the requirements of being simultaneously resistant to; water, temperature (40 °C), chemical detergents and dynamic forces.
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| 17. |
- Larsson Ranada, Åsa, 1965-, et al.
(författare)
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Satisfaction with assistive technology device in relation to the service delivery process : A systematic review
- 2019
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Ingår i: Assistive technology. - : Taylor & Francis. - 1040-0435 .- 1949-3614. ; 31:2, s. 82-97
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Forskningsöversikt (refereegranskat)abstract
- The service delivery process (SDP) of assistive technology devices (ATDs) is attracting interest, as theprovision of ATDs is critical for the independence and participation in society of individuals withdisabilities. The purpose of the current study was to investigate what impact the SDP has on satisfactionwith ATDs in individuals with disabilities in relation to everyday activities. A systematic literature reviewwas conducted, which resulted in 53 articles included. The results showed that there are factors inalmost all the different steps of the SDP that affect the satisfaction with of the devices, which can lead tounderutilization and abandonment of ATDs. Only a few studies have been conducted with a designrobust enough to generalize the results; therefore, more research is needed. Therefore, the conclusion isthe SDP as a whole contributes to the satisfaction with and usability of ATDs in individuals with disabilityin relation to achieving the desired goals of participation in everyday activities, for the articles includedmust be deemed as moderate. A client-centred approach in the process is advocated, and was found tobe an important factor for an effective SDP and satisfied users.
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| 18. |
- Lidström, Helene, 1955-
(författare)
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Att växa upp i en digital miljö
- 2016. - 1
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Ingår i: Arbetsterapi för barn och ungdom. - Lund : Studentlitteratur AB. - 9789144092485 ; , s. 85-92
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 19. |
- Lidström, Helene, et al.
(författare)
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Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment : a literature review
- 2014
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa Healthcare. - 1103-8128 .- 1651-2014. ; 21:4, s. 251-266
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Forskningsöversikt (refereegranskat)abstract
- OBJECTIVE:Information and communication technology (ICT) has the potential to enhance participation in educational activities for students with physical disabilities. Even though incorporating ICTs into teaching and learning in education has become an important issue, it is unclear what evidence research has provided. The aim of this study was to investigate types of ICT items and how ICT is being used by students with physical disabilities, and describe the benefits of ICT use in school activities.METHODS:A systematic literature search, covering the period 2000-May 2012, was performed in the databases AMED, CINAHL, Eric, OTseeker, Psych Info, PubMed, and Scopus. Data analysis entailed extracting, editing, grouping, and abstracting findings.RESULTS:A total of 32 articles were included, 16 of which were intervention studies. More than half of the studies concerned students with motor impairments. Type of ICT used differed among impairment groups, and ICT seemed to be especially beneficial for writing, spelling, and communication.CONCLUSIONS:Even though the review found heterogeneity across the studies students seemed to benefit from ICT use regardless of the type. For future research it is important to highlight intervention studies, especially for students with visual, hearing, and communication impairments.
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| 20. |
- Lidström, Helene, et al.
(författare)
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Children and youths with disabilities – a part of the digital generation
- 2014
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Ingår i: World Federation of Occupational Therapists Bulletin. - : Maney Publishing. - 1447-3828 .- 2056-6077. ; 69, s. 19-23
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Forskningsöversikt (övrigt vetenskapligt/konstnärligt)abstract
- Objective: The aim of this article is to report, compare and reflect on two studies as investigated ICT usage in children with physical disabilities compared with that of non-disabled children, and discuss the results in relation to occupational therapy. Method: A cross-sectional survey about ICT- activities in school and outside school among students with physical disabilities (n=287). Group comparisons were made with students from the general population. Results: Students with a physical disability used computers for less varied educational activities than students without disabilities. The environments; in school and outside school, provide different opportunities for developing and using the digital skills of children with physical disabilities. Conclusion: Digital skills developed outside school captivate children with physical disabilities, providing them with increased access to society and benefiting them educationally. The implications are that, in order to increase children's participation in computer activities in school, changes such as having access to their own
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| 21. |
- Lidström, Helene, et al.
(författare)
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Computer-based assistive technology device for use by children with physical disabilities : a cross sectional study
- 2012
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Ingår i: Disability and Rehabilitation. - : Informa UK Limited. - 1748-3107 .- 1748-3115. ; 7:4, s. 287-293
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE:To investigate the prevalence of children with physical disabilities who used a computer-based ATD, and to examine characteristics differences in children and youths who do or do not use computer-based ATDs, as well as, investigate differences that might influence the satisfaction of those two groups of children and youths when computers are being used for in-school and outside school activities.METHOD:A cross-sectional survey about computer-based activities in and outside school (n = 287) and group comparisons.Results: The prevalence of using computer-based ATDs was about 44 % (n = 127) of the children in this sample. These children were less satisfied with their computer use in education and outside school activities than the children who did not use an ATD.CONCLUSION:Improved coordination of the usage of computer-based ATDs in school and in the home, including service and support, could increase the opportunities for children with physical disabilities who use computer-based ATDs to perform the computer activities they want, need and are expected to do in school and outside school.
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| 22. |
- Lidström, Helene
(författare)
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ICT and participation in school and outside school activities for children and youths with physical disabilities
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general aim was to investigate the use of Information and Communication Technology (ICT) and participation in computer activities in school and outside school among children and youth with physical disabilities (age 8-19 years), in comparison to children and youth in general. In particular the aim was to gain knowledge about the use of and satisfaction with computer-based assistive technology devices (ATDs) in school and outside school among children with physical disabilities. Study I investigated the use and non-use of ATDs in school by children with physical disabilities and described the children’s experiences of using these devices. Study II investigated the outside school activity patterns of children with physical disabilities, and specifically their ICT usage compared with non-disabled children. It also aimed to investigate the children’s opinions of computer use and the associations between their use of the Internet and their interaction with peers. Study III examined the prevalence of children with physical disabilities using a computer-based ATD, and investigated differences in the satisfaction of children and youths with disabilities who used or did not use computer-based ATDs in the application of computers for in school and outside school activities. Study IV determined the ICT use in school activities of two groups of children with physical disabilities comprising those who do and those who do not use a computer-based ATD, and compared them with children from the general population. In addition, positive factors associated with in-school computer use were identified for children with physical disabilities. The findings in Study I showed it is important that devices are integrated into educational practice and that children must experience the immediate benefits of ATD use for their function in everyday school activities without detrimental effects on their social participation if they are to use the devices provided. The latter was often more important than being able to perform activities independently. Study II showed two sets of activity patterns, depending on whether the child was disabled or not and on gender. Proportionally more children with physical disabilities were engaged in ICT-activities, while non-disabled children tended to be engaged in a broader range of activities outside school. The activity pattern was more uniform for boys and girls with disabilities than for their non-disabled peers. Use of the Internet was positively associated with peer interaction outside school. In Study III the prevalence of using computer-based ATDs was about 44% among children with physical disabilities, and many were dissatisfied with the service around their ATDs. These children were less satisfied with their computer use in education and outside school activities than the children who did not use an ATD. Study IV showed that children with physical disabilities used the computer for less varied educational activities than children in general. Attending mainstream school, the children’s age (notably, being 16-18 yrs old), their frequent computer usage, and the teachers’ frequent computer usage increased the participation of children with physical disabilities in computer-based activities. The findings of this thesis have contributed with new knowledge to participation, use of ICT and ATDs of children with physical disabilities in activities in school and outside school. In conclusion, the activity pattern outside school in children with physical disabilities is more varied than earlier research studying ICT-activities has shown. Digital skills (knowledge in using the computer and the Internet) developed outside school engage children with disabilities, giving them increased access to social interactions, and for educational purposes. Therefore, it is discouraging when schools do not provide children with disabilities with opportunities to fully exploit their digital skills in school, when these children participate in a less diverse range of computer activities in comparison with children in general. Children with physical disabilities are not always satisfied with their use of ATDs provided, and the choice to use or not to use an ATD is not only the child's decision. This is an ethical dilemma when children both use ATDs they do not want to use, but also do not use ATDs they want to use. Computer-based ATDs need to be highlighted as an intervention in participation in everyday activities for children with disabilities. However, those children are not satisfied with the use and service of their computer-based ATDs in and outside school. These results can be used as a basis for prioritising and developing support for the optimal use of ICT and ATDs in school and outside school of children with physical disabilities.
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| 23. |
- Lidström, Helene, 1955-, et al.
(författare)
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Individual Adjustment Needs for Students in Regular Upper Secondary School
- 2020
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Ingår i: Scandinavian Journal of Educational Research. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0031-3831 .- 1470-1170. ; 64:4, s. 589-600
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate student-environment fit and perceived need of adjustments for students in the regular upper secondary school, with and without a diagnosis. The students (n = 419) were interviewed with the assessment School Setting Interview. The results showed that for seven of the 16 items, 60% or more of the students experienced that the demands of the school environment were not consistent with their abilities. Girls had a greater need of adjustments in eight of nine SSI school activities. The findings put an emphasis on the importance of recognizing the students individuals need of adjustments, and on offering flexible support in order to enhance the student-environment-fit and well-being of students in need of special educational support.
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| 24. |
- Lidström, Helene, et al.
(författare)
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The influence of ICT on the activity patterns of children with physical disabilities outside school
- 2011
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Ingår i: CHILD CARE HEALTH AND DEVELOPMENT. - : Blackwell Publishing Ltd. - 0305-1862 .- 1365-2214. ; 37:3, s. 313-321
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Tidskriftsartikel (refereegranskat)abstract
- Aim To investigate the outside school activity patterns of children with physical disabilities, and specifically their information and communication technology (ICT) usage compared with that of non-disabled children. In addition, the aim was to investigate the childrens opinions on computer use and the associations between their use of the Internet and their interaction with peers. Methods Questionnaire on activities outside school, answered by 215 children and youths with physical disabilities, mean age 12 years 10 months, attending mainstream schools. For group comparisons with non-disabled children, data from the survey Kids and Media were used. Results In the analysis, two sets of activity patterns were identified, depending on whether the child was disabled or not and on the gender of the child. A higher proportion of children with physical disabilities were engaged in ICT activities, while non-disabled children tended to be engaged in a broader range of activities outside school. The activity pattern was more uniform for boys and girls with disabilities than for their non-disabled peers. Use of the Internet was positively associated with peer interaction. Conclusion Outside school, the activity patterns of children and youths with physical disabilities seem to be characterized by a focus on ICT activities, which enable children to compensate for their impairment because it suits all. In addition, digital skills developed outside school engage children with physical disabilities, giving them increased access to society and for educational purposes.
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| 25. |
- Lidström, Helene, et al.
(författare)
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The use of information and communication technology (ICT) outside of school for boys and girls with motor disabilities. In Assistive technology from adapted equipment to inclusive environments : In Assistive technology from adapted equipment to inclusive environments
- 2009
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Ingår i: Assistive technology research series. - 1383-813X. ; 25, s. 595-599
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study was to investigate boys and girls with motor disabilities use and opinions of Information Communication Technology (ICT) in outside-of-school activities compared with non-disabled children. Participants were 254 children and youths, with motor disabilities, attending mainstream schools. The participants responded to a questionnaire about the use of ICT activities outside-of-school. For group comparisons with non-disabled children, data from the survey “Kids and Media” was used. A significantly higher proportion of children with motor disabilities was engaged in ICT activities, such as using the Internet, playing computer games and visiting communities. Our study reveals a positive result from a gender perspective, where the use of ICT activities is more equal among boys and girls with disabilities than among non-disabled boys and girls. This brings new interest in ICT and computer activities as an opportunity for all boys and girls, since previous studies show that digital skills affect academic skills, and ICT activities may also serve as a gateway to technology in general.
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| 26. |
- Lidström, Helene, et al.
(författare)
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Use of ICT in school: a comparison between students with and without physical disabilities
- 2011
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Ingår i: European Journal of Special Needs Education. - London : Routledge. - 0885-6257 .- 1469-591X. ; 27:1, s. 21-34
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to determine the information and communication technologies use in school activities of two groups of students with physical disabilities, comprised of those who did and those who did not use a computer-based assistive technology device (ATD) and to make a comparison with students from the general population. In addition, positive factors associated with in-school computer use are identified for students with physical disabilities. The method adopted was a cross-sectional survey about computer-based activities in school among students with physical disabilities (n = 287); including those who used (n = 127) and those who did not use (n = 160) a computer-based ATD in school (mean age 13 years 6 months). Group comparisons were made with students from the general population (n = 940). The results showed that the most frequent computer users were students with physical disabilities, who used a computer-based ATD daily. However, when considered as a group, students with physical disabilities used the computer for less varied educational activities than the reference group. Four factors had a positive association to ‘participation in computer activities in school’ for students with physical disabilities: attending a mainstream school, the students’ age (notably, being 16–18 years old), using a computer often in school, and the teachers using a computer frequently in teaching. The present study concludes that, regardless of whether they use a computer-based ATD or not, students with a physical disability have restricted participation in some computer-based educational activities in comparison to students from the general population. An individual plan could be beneficial for each student to: focus on the aim of the computer use; examine the students’ needs in terms of computer-based ATDs and their inclusion in education; and ensure that the students’ digital skills are fully utilised.
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| 27. |
- Lidström, Helene, et al.
(författare)
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Using a Participatory Action Research Design to Develop an Application Together with Young Adults with Spina Bifida
- 2015
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Ingår i: Studies in Health Technology and Informatics. - : IOS PRESS. - 0926-9630 .- 1879-8365. ; 217, s. 189-194, s. 189-194
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Young adults with spina bifida often have cognitive difficulties. As a result, young adults with disabilities are facing challenges with respect to housing, education, relationships and vocation which increases risk of unemployment.AIM: The aim is to describe a method to develop a smartphone application together with young adults with spina bifida as an assistive technology for cognition.METHOD: In a Participatory Action Research approach, young adults (n = 5) with spina bifida were individually interviewed with Canadian Occupational Performance Measure (COPM). The participants' restrictions in everyday life activities, identified by COPM, were discussed in a focus group formed by the young adults and the result was analyzed using qualitative content analysis. Developing the application the principles of Human-Centered-Design and Universal Design was followed.RESULT: An application made for iOS with a focus on usability and worthiness, done by creating a clear and intuitive interface, with a calendar function useful for example to initiate and plan social activities was developed.CONCLUSION: The method seems useful when the outcome from the project, a beta version of an application for iOS Smartphone, was achieved in agreement with the participants. The study highlight the importance of involving individuals with disabilities when developing smartphone applications.
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| 28. |
- Meuser, S., et al.
(författare)
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Experiences of Dutch and Swedish Occupational Therapists and Teachers of Their Context-Based Collaboration in Elementary Education
- 2022
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Ingår i: JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION. - : Taylor & Francis. - 1941-1243 .- 1941-1251. ; , s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Context-based collaboration between teachers and occupational therapists has shown promise as a strategy to enhance teachers' capacity to enable the participation of children in elementary schools. In this study, we applied the Canadian Partnering for Change (P4C) model as a collaborative, coaching- and context-based approach in the Netherlands and Sweden. The aim was to gain insight into teachers' and occupational therapists' experiences of their collaboration applying P4C within their specific European elementary school context. To this end, we held semi-structured interviews with 4 teachers and 4 occupational therapists and performed a conventional, inductive content analysis of the ensuing interview transcripts. We found that participants' collaboration in the classroom context was a continuous, multi-stage process that we defined as a unique mastery journey toward collaborative learning and trustful partnership. Participants indicated that they needed time to become familiar with the new collaboration, how they learned from each other, and that they enhanced children's inclusion by applying strategies collaboratively. The results carry implications for the embedment of collaboration in schools and offer relevant strategies that serve the inclusion of all children. We propose that future studies evaluate the effects of P4C and seek to obtain a holistic picture of collaboratively applied actions.
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| 29. |
- Mårtensson, Sandra, et al.
(författare)
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Students with Difficulties Managing Vocational Education in High School: Identifying Intervention Areas Related to Self-Reported Student-Environment Fit and Mental Health
- 2023
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Ingår i: JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1941-1243.
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Tidskriftsartikel (refereegranskat)abstract
- Students in vocational programs have lower qualifications and more difficulties with successful entry into the labor market if they graduate without a diploma. The aim of this study was to describe the student - environment fit for high school students who are struggling with their studies in vocational programs, in terms of their perceived adjustment needs, and to describe planned interventions based on the students needs. The aim was also to investigate whether there was a relationship between students perceived adjustment needs and students self-reported mental health. The study included 25 students in six vocational programs at three different high schools in Sweden. The School Setting Interview was used to identify adjustment needs, and mental health problems were identified using the Strengths and Difficulties Questionnaire. Results showed that students identified adjustment needs to increase their participation in several school activities, and that academic school activities had the most identified needs. Interventions related to planning and organizing were most common. Results also showed a correlation between self-perceived adjustment needs and mental health. By identifying students adjustment needs, the chances of succeeding with student-centered interventions are increased, which in turn can support educational achievement.
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| 30. |
- Nilsson, Lisbeth, et al.
(författare)
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Övning i elrullstol - en metod för lärande
- 2016. - 1
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Ingår i: Arbetsterapi för barn och ungdom. - 9789144092485 ; , s. 233-240
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Bokkapitel (refereegranskat)abstract
- Att få uppleva rörelse är en stark drivkraft för att främja lärande och öka barns delaktighet i vardagen. Eldrivna hjälpmedel används för att ge barn möjlighet till självständig förflyttning men också för att förbättra deras psykosociala utveckling. Metoden Köra för att Lära utvecklades för barn och vuxna med stora kognitiva svårigheter och den är baserad på aktivitet och samspel under övning i elrullstol med styrspak.
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| 31. |
- Peny-Dahlstrand, Marie, 1953, et al.
(författare)
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Framtidens arbetsterapi
- 2016
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Ingår i: Arbetsterapi för barn och ungdom. Eliasson, Ann-Christin, Lidström, Helene & Peny-Dahlstrand, Marie (red.). - Lund : Studentlitteratur. - 9789144092485 ; , s. 333-336
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 32. |
- Sernheim, Åsa-Sara, 1957-, et al.
(författare)
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Rett syndrome : Teenagers’ and young adults’ activities, usage of time and responses during an ordinary week – a diary study
- 2020
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 27:5, s. 323-335
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Tidskriftsartikel (refereegranskat)abstract
- Background: Little is known about the everyday life of individuals with Rett syndrome.Aim/Objective: To describe ten participants’ (teenagers/young adults) activities during a period of seven days, the time-use, where and with whom the activities were performed and the participants’ responses in the form of visible/audible reactions during activities.Material and method: A time-geographic self-administered diary was filled in by 63 informants (parents/support staff) and analysed using the software, DAILY LIFE 2011.Results/Findings: The most frequently reported activities were hygiene/toilet, moving around indoors, eating and getting dressed. Most time was spent in sleeping, daily care, medical health care and travel/transportation. Little time remained for receptive activities, daytime rest, physical, social/creative, communication, school/daily work and domestic chore activities, especially for the young adults. Most time was spent with staff, thereafter with families and the least time was spent with friends. The most reported response was “interested”, and “opposed” was the least reported.Conclusions: Daily and medical health care activities were time consuming. Improved communication between all parties may increase participation and well-being and provide solutions for handling unpleasant activities and sedentary time.Significance: A more varied range of activities may improve the everyday life for individuals with Rett syndrome.
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| 33. |
- Tollerz, Linda. U. Bratteby, et al.
(författare)
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Children with cerebral palsy do not achieve healthy physical activity levels
- 2015
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Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 104:11, s. 1125-1129
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Tidskriftsartikel (refereegranskat)abstract
- AimThis study compared daily activity energy expenditure (AEE) in children with cerebral palsy with a control group and investigated whether the children achieved healthy levels of physical activity. MethodsWe enrolled eight children with bilateral cerebral palsy, from eight to 10years of age, and a group of controls matched for age and gender. For three days, physical activity was simultaneously measured by accelerometers and self-reports using a diary. The daily AEE results were compared between groups and methods. The number of children that achieved healthy physical activity levels in each group was explored. ResultsChildren with cerebral palsy had significantly lower daily AEE, as measured by accelerometers, than the controls, and they did not achieve the healthy moderate to heavy physical activity level defined in the Nordic Nutrition Recommendations. Self-reports using the diaries resulted in an overestimation of physical activity compared with the ankle accelerometer measurements in both groups. ConclusionOur investigation of physical activity in children with cerebral palsy and controls using accelerometers and a diary found low levels of daily AEE and physical activity, and these results were most prominent in the group with cerebral palsy. The diaries overestimated physical activity in both groups.
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| 34. |
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| 35. |
- Widehammar, Cathrine, 1969-, et al.
(författare)
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Environmental barriers to participation and facilitators for use of three types of assistive technology devices
- 2017
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Ingår i: Nobelday Festivities Orebro University.
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Konferensbidrag (refereegranskat)abstract
- Background: In rehabilitation, assistive technology (AT) is prescribed in order to improve activity and participation for individuals with disability. Research shows that many devices are not used to the extent or to the benefits expected. The aim of this study was to compare the presence of environmental barriers to participation and facilitators for AT use and study the relation between barriers and AT use in three different types of AT devices.Methods: A cross-sectional survey was conducted. Inclusion criteria were: ≥1 year experience as user of myoelectric prosthesis (MEP), powered mobility device (PMD), or assistive technology for cognition (ATC) and age 20-90 years. The survey contained the Swedish version of Craig Hospital Inventory of Environmental Factors and a study-specific questionnaire focusing on facilitating factors. Overall, 156 participants answered the survey. Non-parametric tests were used for comparisons.Results: Barriers to participation were significantly lowest in MEP users (md=0.12; p<0.001), and highest in ATC users (md=1.56; p<0.001-p=0.048). A positive correlation between fewer barriers and higher use of MEP was seen (r=0.30, p=0.038). Compared to the other groups, users of ATC with more use reported more barriers for participation. The greatest barriers to participation were: Natural environment, Surroundings, and, Information. Most support came from Relatives and Professionals. Conclusions: There is a difference in how users of different AT devices experience the environment in terms of barriers for participation and facilitators for use. The environment may facilitate AT use but barriers in the environment can still restrict participation in AT users. Future research should comprise the influence of AT use on participation.
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| 36. |
- Widehammar, Cathrine, 1969-, et al.
(författare)
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Environmental barriers to participation and facilitators for use of three types of assistive technology devices
- 2019
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Ingår i: Assistive technology. - : Taylor & Francis. - 1040-0435 .- 1949-3614. ; 31:2, s. 68-76
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Tidskriftsartikel (refereegranskat)abstract
- The aim was to compare the presence of environmental barriers to participation and facilitators for assistive technology (AT) use and study the relation between barriers and AT use in three different AT devices. A cross-sectional survey was conducted. Inclusion criteria were ?one year of experience as a user of myoelectric prosthesis (MEP), powered mobility device (PMD), or assistive technology for cognition (ATC) and age 20-90 years. Overall, 156 participants answered the Swedish version of the Craig Hospital Inventory of Environmental Factors and a study-specific questionnaire on facilitating factors. Non-parametric tests were used for comparisons. Barriers to participation were lowest in MEP users (md = 0.12; p < 0.001), and highest in ATC users (md = 1.56; p < 0.001) with the least support for AT use (p < 0.001 - p = 0.048). A positive correlation between fewer barriers and higher use of MEP was seen (r = 0.30, p = 0.038). The greatest barriers to participation were Natural environment, Surroundings and Information, and the most support came from Relatives and Professionals. Support, training and education are vital in the use of AT. These factors may lead to a more sustained and prolonged use of AT and may enable increased participation. Future research should focus on interventions that meet the needs of people with cognitive disabilities.
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| 37. |
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| 38. |
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| 39. |
- Winberg, Anette, et al.
(författare)
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Anpassning och hjälpmedel för delaktighet
- 2016. - 1
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Ingår i: Arbetsterapi för barn och ungdom. - Lund : Studentlitteratur AB. - 9789144092485 ; , s. 203-212
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 40. |
- Yngve, Moa, 1985-, et al.
(författare)
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Establishment in productive occupations and perceived work ability among former students with special educational needs one year after upper secondary education
- 2023
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Ingår i: Work. - : IOS Press. - 1051-9815 .- 1875-9270. ; 75:1, s. 85-95
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Establishment in productive occupations i.e. work and further studies, is challenging for students who experience special educational needs (SEN).OBJECTIVE: The study aim was to investigate productive occupations and perceived work ability one year after upper secondary education among former students with SEN who had received a student-centred information and communication technology (ICT) intervention.METHODS: Questionnaire data on productive occupations (n = 81) were complemented with the semi-structured Worker Role Interview (WRI) concerning perceived work ability (n = 20), in an embedded mixed methods design. Group comparisons between participants who were and were not established in productive occupations were performed. Written notes from the WRI were analysed with a deductive content analysis.RESULTS: Findings demonstrated that almost two-thirds (63% n = 51) of the former students with SEN were established in productive occupations. The established group had to a higher extent obtained pass grades and had to a lesser extent received time-assisting ICT. Managing daily routines in combination with a productive role in a satisfactory manner was perceived as most challenging for the participants in relation to their work ability.CONCLUSION: The results indicate that students with SEN need person-centred support to handle difficulties both in and outside upper secondary school to promote the transition from school to establishment in productive occupations.
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| 41. |
- Yngve, Moa, Ph.D. Universitetslektor, 1985-, et al.
(författare)
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Implementation of information and communication technology to facilitate participation in high school occupations for students with neurodevelopmental disorders
- 2023
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Ingår i: Disability and Rehabilitation. - : Taylor & Francis. - 1748-3107 .- 1748-3115.
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Tidskriftsartikel (refereegranskat)abstract
- PurposeInformation and communication technology (ICT) has been proposed to enable an inclusive learning environment and increased participation for students with special educational needs. The aim of this study was to investigate the perceived need for ICT before and after an individualized ICT intervention among high school students with neurodevelopmental disorders and describe how the ICT was used to improve participation in school activities.Materials and methodsThis mixed-method study, with a one-group pre- and post-test design, included 99 high school students with neurodevelopmental disorders. Data from questionnaires and assessments using the School Setting Interview (SSI) were analyzed using descriptive statistics and the Wilcoxon signed-rank test. Deductive content analysis was performed on written notes in the SSI assessment.ResultsThe results showed that students’ median number of perceived needs for ICT in school activities had decreased from six needs at baseline to one need at follow-up (t16.5 df(98), p<.001). There were five SSI items for which over 50% of the students perceived a need for ICT, with most students (95%) needing support in the item Remember things. Students received a laptop, tablet or smartphone (95%), software for planning or structure (84%) and ICT for writing and reading (66%). The ICT facilitated participation in multiple school activities, providing reminders and structure, facilitating notetaking and improving spelling. After the ICT intervention, students (61%) experienced improved study results and improved ability to manage difficult school situations (68%).ConclusionTo conclude, an individualized ICT intervention as support to increase school participation is promising among high school students with neurodevelopmental disorders.
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| 42. |
- Yngve, Moa, 1985-, et al.
(författare)
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Information and communication technology to improve school participation among upper secondary school students with special educational needs
- 2023
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 30:3, s. 311-321
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND Evidence-based information and communication technology (ICT) interventions to enhance school participation among students with special educational needs (SEN) are required.AIM To evaluate the impact of an ICT intervention on school participation among upper secondary school students with special educational needs.MATERIALS AND METHODS Data on 300 students’ assessments with the School Setting Interview (SSI), grades and school attendance were used in this quasi-experimental study, with a one-group pretest-posttest design. Descriptive and inferential statistics and effect size were used, as well as Rasch analysis to generate interval data on the students’ ordinal SSI ratings.RESULTS In the ICT intervention (median time eight hours), 54% of the students received a tablet, and software concerned with planning and structure was received by 85%. After the ICT intervention, a significant decrease in perceived need for adjustments in school activities was found on a group level and 30% of the students improved their school attendance. Students who benefitted the most from the ICT intervention had few adjustment needs in school activities and no special educational support at baseline.CONCLUSION An ICT intervention is promising for improving school participation among upper secondary school students with SEN.
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| 43. |
- Yngve, Moa, 1985-
(författare)
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Participation and ICT : Students with Special Educational Needs in Upper Secondary School
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: The use of information and communication technology (ICT) has been highlighted over the past 20 years as a promising accommodation to improve participation in school activities among students with special educational needs (SEN). However, evidence is still needed. In addition, little attention has been given to students opportunities for participation in school activities, their need for and access to support in school activities among students with SEN in upper secondary education. Aim: The overall aim of this thesis was to increase knowledge about the participation in school activities of students with special educational needs in regular upper secondary education before and after they received an ICT intervention, and subsequently their participation in productive occupations. Methods: This thesis comprises four studies in which secondary data from a sample of students with SEN in upper secondary education that had received an ICT intervention was used. Secondary data of students was retrieved from two intervention projects in which school personnel identified students with SEN based on the following criteria: difficulties in achieving educational goals, or completing school assignments and/or high levels of school absence. The first study included secondary data for 509 students with SEN who had given written informed consent to participate in the research. Of these, about forty percent did not have any educational support at inclusion. Based on the pool of 509 students, study-specific criteria was applied in three successive studies. Study I was a psychometric evaluation of the assessment instrument the School Setting Interview (SSI), which measures the student–environment fit and identifies students’ potential need for support in 16 school activities. Rasch analysis was used to examine the targeting, model fit, functioning of items and response categories, and unidimensionality of the SSI scale. Study II used descriptive statistics to examine the perceived need for, and access to, support in school activities among 484 students. In addition, a logistic regression analysis was applied to identify factors associated with students who perceived a need for support in school activities to the highest extent.In study III, the influence of an individualised ICT intervention on participation in school activities was evaluated among 300 students with SEN. Descriptive statistics were used to analyse students SSI assessments before and after the intervention, their school attendance, and pass grades. A Wilcoxon’s signed-rank test and a t-test investigated differences in support needs and the interval measure of student–environment fit, generated via Rasch analysis, before and after the ICT intervention. Chi-square analyses and t-tests were performed to investigate differences between students who had and had not achieved a significant improvement in student–environment fit after the intervention.Study IV applied an embedded mixed-methods approach. Participants who had agreed during study III to be contacted one year after upper secondary education (n = 244) received a questionnaire to investigate their participation in productive occupations. Eighty-one answered the questionnaire. In addition, 20 participated in a semi-structured interview using the Swedish version of the Worker Role Interview (WRI) to investigate their perceived work ability. Data from the questionnaire and the participants’ WRI ratings were analysed using descriptive statistics, and group comparisons were performed between participants who were and were not established in productive occupations. Written notes from the WRI rating forms were analysed using a deductive content analysis. Findings: The students with SEN perceived a need for support in several school activities (Mdn 7) and were rarely satisfied with the support that the school had provided (study II). It was demonstrated that the academic school activities: Remember things, Write, Do homework, Read and Take exams, in which more than two-thirds of the students perceived a need for support, were in need of most improvements to promote students’ participation. Study II further showed that students with a high level of school absence, enrolled in a vocational programme or with a neuropsychiatric disorder were those who perceived the greatest need for support in school activities.The psychometric evaluation of the SSI in study I provided support for the construct validity of the SSI for measuring the student–environment fit among students with SEN in upper secondary education. Furthermore, the analysis revealed that the rating categories of the scale did not function as intended which led to a post hoc categorisation of items with disordered thresholds in Study III in order to obtain reliable measurements of student– environment fit before and after the ICT intervention.Study III showed that an individualised ICT intervention, including computer, tablet and/or smartphone with software, and services to use the ICT as support in school activities, increased the student–environment fit. After the intervention, the decrease in students’ support needs and improved student–environment fit were found to be statistically significant with large effect sizes. Just over half of the students had increased or maintained their school attendance and obtained pass grades in all the courses in which they were enrolled in English, Mathematics and Swedish. The ICT intervention proved to be most beneficial for students who experienced fewer than the median number of support needs in school activities (Mdn 6), who had been without previous support in school and for students with pass grades.One year after upper secondary education, almost two-thirds (63%) of the participating 81 former students with SEN were either working or enrolled in further studies. The group that was established in work or further studies had obtained pass grades in all subjects to a greater extent and had received time-assisting ICT to a lesser extent during the intervention in their upper secondary education than the group that was not established (study IV). The former students with SEN believed in their work ability and were optimistic and motivated about future work or studies. During the process of finding and obtaining a productive role as an employee or student, the participants perceived social support from friends and family. Conclusion: This thesis demonstrated restricted participation in several school activities among the students with SEN in upper secondary education and students were rarely satisfied with the support that the school had provided. Findings indicated that the academic school activities: Remember things, Write, Do homework, Read and Take exams were in need of most improvements to promote participation among students with SEN. Attention should also be given to identifying the need for support in school activities among students with a high level of school absence, enrolled in vocational programmes or with a neuropsychiatric disorder. In this process, the SSI can be used as a valid assessment instrument. An individualised ICT intervention has the potential to provide students with SEN better opportunities to participate in school activities. Findings also indicated that the former upper secondary school students with SEN who had received an individualised ICT intervention had belief in their work ability.
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| 45. |
- Yngve, Moa, et al.
(författare)
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Validity of the school setting interview for students with special educational needs in regular high school - a Rasch analysis
- 2018
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Ingår i: Health and Quality of Life Outcomes. - : BIOMED CENTRAL LTD. - 1477-7525. ; 16
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Tidskriftsartikel (refereegranskat)abstract
- Background: Participation in education is a vital component of adolescents everyday life and a determinant of health and future opportunities in adult life. The School Setting Interview (SSI) is an instrument which assesses student-environment fit and reflects the potential needs for adjustments to enhance students participation in school activities. The aim of the study was to investigate the psychometric properties of the SSI for students with special educational needs in regular high school. Methods: A sample of 509 students with special educational needs was assessed with the SSI. The polytomous unrestricted Rasch model was used to analyze the psychometric properties of the SSI regarding targeting, model fit, differential item functioning (DIF), response category functioning and unidimensionality. Results: The SSI generally confirmed fit to assumptions of the Rasch model. Reliability was acceptable (0.73) and the SSI scale was able to separate students into three different levels of student-environment fit. DIF among gender was detected in item "Remember things" and in item "Homework" DIF was detected among students with or without diagnosis. All items had disordered thresholds. The SSI demonstrated unidimensionality and no response dependence was present among items. Conclusion: The results suggest that the SSI is valid for use among students with special educational needs in order to provide and evaluate environmental adjustments. However, the items with the detected DIF and the SSI rating scale with its disordered thresholds needs to be further scrutinized.
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| 46. |
- Yngve, Moa, 1985-, et al.
(författare)
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Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs
- 2019
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 34:3, s. 327-341
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’perceived accommodation needs. Accommodation needs and their provision in school activ- ities were assessed with the School Setting Interview for 484 students with SEN. Students’mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational pro- gramme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommo- dation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accom- modations to satisfactorily participate in education. Specific stu- dent characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’needs for support in school activities.
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