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- Eriksson, Göta, 1943-
(author)
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Tidig aritmetisk kunskapsbildning : Ett radikalkonstruktivistiskt perspektiv
- 2005
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Doctoral thesis (other academic/artistic)abstract
- From a Radical Constructivist (RC) perspective this thesis deals with children’s construction of early arithmetic learning as an evolving process through the cognitive system of self-regulation and self-organising. Thus the child’s learning must guide teaching. RC views early arithmetic as verbal and preceding the system of written arithmetic. The purpose in my thesis is to build hypothetical models of the child’s conceptual progression, in the case of four fundamental rules of arithmetic, and thereby construct the ontogenesis of arithmetic. The material for this is documentations of longitudinal research of the child’s arithmetic carried out over a lot of years and with different children within the RC paradigm. Through analysing about 250 transcriptions from video recordings, included in my material, I construct what concept is lying behind the child’s counting activity, when it solves problems with its counting scheme. Following children’s progression longitudinally, I could make my hypothesis of the child’s knowledge viable. In short, my results show that the child gives through five counting schemes qualitatively changeable meanings to numbers. It begins with perceptual and figurative collections in two pre-numerical counting schemes. In the three subsequent numerical schemes the significations of numbers are a numerical composite, an abstract composite unit and an iterable unit of one. The models provide the discipline of special education a starting point for didactical decisions how to assess and influence the child’s early arithmetic learning. Research is needed to document the children’s progression in the course of schooling in order to elaborate or modify the models. This theoretical perspective makes both teaching and researching viable through longitudinal approaches. Further, it highlights the need to bring research into the practice of education.
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| 3. |
- Lundström, Elisabeth, 1953-
(author)
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Ett barn är oss fött : Att bli förälder när barnet har en funktionsnedsättning - ett beskrivande och tolkande perspektiv
- 2007
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Doctoral thesis (other academic/artistic)abstract
- “A child has been born unto us”, is the most beautiful expression of humankind’s ability to cherish hope and trust for the world, writes Hanna Arendt. She describes how every child’s birth is the beginning of something new, something that the title is intended to emphasise. “Us” in the title also indicates that the child with a functional impairment becomes a public child in a special way. The purpose of this study is to describe the experience of becoming a parent when the child has a functional impairment. The study is based on a relational perspective. The theoreticians whose ideas have been used are, aside from Arendt, also Buber, Stern and Winnicott. In the analysis of the parental narratives, inspiration was taken from Ricoeur in a hermeneutic phenomenological approach. Encounters are the themes in this thesis, and have been formulated as encounters with the child, the environment and the professionals. 30 parents (19 mothers and 11 fathers) were interviewed about their experiences of parenthood. The diagnosis of the child’s functional impairment was a chaotic and upsetting situation for the parents. Many strong, different feelings came into play. The parents could feel that they had been “thrown out into space”, and that their future was suddenly taken away from them. The future was what worried them most, and the question that was singled out was “How can we live this life?” Many professionals became involved in the child’s life, which could be both advantageous and disadvantageous for the family. The professionals’ attitudes and advices had a profound influence on the parents. Even though the child became in a sense a public child, the parents also had a feeling of having to carry on a struggle for their child in society, a” struggle of love” demanding the consideration of the child’s potential. Another “struggle of love” initially involved the parents’ own attempts to establish a relationship to the child. Thus there were two “struggles of love”. In their new, hesitant parenthood they had to “find their place in the world” and a way to exist. In their interaction with the child they had two competing figures of mind during the first period, “to be” and “to act”. The grief the parents had felt for the diagnosis could after a while be separated from the child, and it was the child who helped the parents to handle the grief. In the thesis the parents’ experiences are discussed, based on questions confronting them. How playing and training are interrelated is also discussed, as well as the significance of narration and the responsibility of the professionals. These results can be expected to have consequences for special educational work in this field.
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- Lundström, Kjell, 1928-
(author)
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Kampen för ett språk : Dövas två språk och tvåspråkighet i skolundervisningen i Sverige 1809-1990
- 2006
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Doctoral thesis (other academic/artistic)abstract
- This dissertation deals with the two languages of the deaf, sign language and Swedish. The aim of the dissertation can be expressed in four questions:• What ideas about the deaf and his or her education were influential during various time periods from 1809 to 1990 and what were the reactions of the deaf to the influence of these ideas?• What were the opinions of the teachers on introduction of bilingual education?• What was the pattern of communication in the schools for the deaf when bilingual education was introduced?• What function is fulfilled by bilingualism in the recognition of the deaf from an equality perspective?Four historical periods are analysed. The first has its focus on the mental development of the deaf (The "Spiritual" Man) and the conflict between sign and oral language education. The second period was dominated by oral language and technical audiological assistance (The "Bodily" Man). Johan Prawitz was opposed to this one-sided approach and argued that the deaf needed two languages separated from each other (sign language and Swedish). The third period stressed the necessity to integrate all children in mainstream education (The "Integrated" Man). The deaf defended the special schools and the importance of sign language. The last period is characterized by bilingualism. The Swedish society acknowledged the sign language as the primary language for the deaf (The "Bilingual" Man). During this period sign language was implemented in the special school. Both teacher experiences and classroom interaction have been documented.This historical material has been analysed using a power and communicative approach, referring to Michel Foucault and Jürgen Habermas.Finally, the results are discussed from a defectological as well as an intersubjective point of view.
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| 5. |
- Olsson, Cecilia, 1949-
(author)
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The kaleidoscope of communication : Different perspectives on communication involving children with severe multiple disabilities
- 2006
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Doctoral thesis (other academic/artistic)abstract
- This thesis consists of six publications presenting a theoretical framework, a methodological proposal and three empirical studies. The aim of the work is; to gain knowledge on how children with severe multiple disabilities communicate with their caregivers, to analyse how different research strategies can add knowledge from different perspectives on communication, and to develop models for analysing and describing the dyadic interaction.The theoretical framework addresses the impact of multiple disabilities on the child’s communicative development, as well as the role of the communication partner, and implications for interventions. In the methodological framework, different research approaches are discussed and a system theory-based approach is proposed. The empirical studies are focused on pre-school children with intellectual disabilities in combination with vision disability and/or motor disability. When relationships between use of communication and child characteristics and setting conditions were investigated, the results showed relationships between disability and the use of communication but also that children with similar disability profiles could display quite different communicative patterns. When the communicative process was investigated with the proposed system theory-based approach, it was found that the child and caregiver continuously co-regulated their actions and together created consensual frames and that the process went through phases of instability and stability. Models for a system theory-based analysis of dyadic interaction are presented.The discussion is concentrated around how the results from the studies along with the theoretical aspects can contribute to evidence-based practice. The main conclusions are that, in communication involving a person with severe multiple disabilities, meaning is something that is co-constructed and communication cannot be regarded as a personal competence, the competence is within the dyad.
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- Tideman, Magnus, 1959, et al.
(author)
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Detta är ingen skola för alla
- 2007
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In: Göteborgs-Posten, 2007-06-10.
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Journal article (other academic/artistic)
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| 7. |
- von Ahlefeld Nisser, Désirée, 1953-
(author)
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Vad kommunikation vill säga : En iscensättande studie om specialpedagogers yrkesroll och kunskapande samtal
- 2009
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Doctoral thesis (other academic/artistic)abstract
- This thesis is about the role of special educators in (pre)school and about developing democratic communication. It is based on the theory of argumentation developed by Jürgen Habermas. The aim of the study was to describe the conditions that create possibilities for deliberative communication between special educators, parents, students and colleagues in (pre)school. My overarching aim was to contribute to a more distinct description of special educators´ field of knowledge. I have used a social constructionist approach. The project has been based in the field of action research. A precondition for deliberative dialogues in (pre)schools is to start out from a communicative perspective. That means that (1) some theoretical conditions have been made apparent, (2) knowledge about these conditions have been shown to be crucial for using an aware communicative perspective in a speech act, (3) an aware communicative perspective is revealed through procedures of knowledge. These procedures were understood by and made evident to me as a result of network meeting discussions. A communicative perspective, a special educator as facilitator and procedures of knowledge are found to be crucial for collaboration using a deliberative attitude in (pre)schools. Today there is often a lack of pedagogical professionals in (pre)schools who can act as a link between authorities, organisations, professionals and parents, and who have the authority to pose challenging pedagogical questions. This can be changed if the role of special educators is, instead of teacher, defined as communicative special educators working with dialogues on different levels.
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| 8. |
- Westling Allodi, Mara, et al.
(author)
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Civic values in learning environments in 24 countries : A theory based analysis with methodological applications
- 2005
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In: Facet Theory. ; , s. 249-262
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Conference paper (other academic/artistic)abstract
- This study applies a general theory about the content andstructure of values on characteristics of learning environments, reported by 14-years old students. The IEA- civic education study collected data from 70 thousand students in 24 countries. The items in the IEA Civic Education Study concerning characteristics of learning environment, attitudes andbehaviour have been analysed on the basis of the theoretical model. The 37 items were reduced to eight factors (political self-efficacy, self-efficacy at school, participation, stimulation of engagement, stimulation of traditional citizenship, stimulation of communication, freedom and diversity, curriculum reproduction). The factors have been tested with CFA. A WSSA of these factors gives a picture of the relationship between these factors, of the correspondence with the hypothesis made, and of the stability of the model across countries.
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| 9. |
- Wetso, Gun-Marie, 1955-
(author)
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Lekprocessen - specialpedagogisk intervention i (för)skola : När aktivt handlande stimulerar lärande, social integration och reducerar utslagning
- 2006
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Doctoral thesis (other academic/artistic)abstract
- This thesis expounds special educational development work in (pre-)schools 1994-99 (analysed 2002-06). The work is based on action research. 40 children were identified to be in need of support as they did not get involved in the school’s daily activities. This thesis follows up what happens when work is initiated for changing this predicament. Four activities were introduced: (1) education about play, communication, learning; (2) supervision of teachers; (3) play process; and (4) conversations with parents. Triangulation has been used to collect and analyse the data. Leontiev’s activity theory has been used to highlight how behavioural patterns changed and developed among the children and adults. Theories about learning elucidate the interaction processes and phenomena in the material. The formative work process is described in follow-up conversations with work teams and parents.The relationship individual-activity-environment showed that the children either exploited or did not fully make use of the resources (pedagogical support, interchange with others and use of materials) in “the pedagogical room”. The teachers were in need of training and supervision. The actions of the teacher served to guide the child. A moment’s pedagogy in the encounter determined how to entice the child to take part in interaction and interchange. Eye-ear contact, support through materials stimulated the child to assimilate concepts and language. Varied use of symbolic gestures created a play environment, bringing to life themes where roles were explored. A triad of cooperation between the adults had a positive influence on the child. The pedagogical and home environment overlapped. Behavioural patterns and established structures could be changed. The parents adopted the play process and contributed with materials to support the child’s learning. The children showed willingness to participate in daily activities and interchanges with others. Negative communication patterns were reduced.
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