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| Fältnamn | Indikatorer | Metadata |
|---|---|---|
| 000 | 02950naa a2200361 4500 | |
| 001 | oai:DiVA.org:mdh-56026 | |
| 003 | SwePub | |
| 008 | 210929s2021 | |||||||||||000 ||eng| | |
| 024 | 7 | a https://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-560262 URI |
| 040 | a (SwePub)mdh | |
| 041 | a engb eng | |
| 042 | 9 SwePub | |
| 072 | 7 | a ref2 swepub-contenttype |
| 072 | 7 | a kon2 swepub-publicationtype |
| 100 | 1 | a Andersson, Anna-Lenau Mälardalens högskola,Akademin för utbildning, kultur och kommunikation4 aut0 (Swepub:mdh)aan19 |
| 245 | 1 0 | a Parents’ perspectives on pedagogical transitions and educational situations of students with mild intellectual disability |
| 264 | 1 | c 2021 |
| 338 | a print2 rdacarrier | |
| 520 | a Abstract titleParents’ perspectives on pedagogical transitions and educational situations of students with MIDIntroduction: The goal of the Swedish educational system is to offer all students a meaningful and equal education in an inclusive classroom environment. At the same time there are parallel school systems in Sweden, comprised by the Compulsory School for Students with Intellectual Disability (CSSID) and Compulsory School (CS).Aim: The aim of this study was to explore parents’ perspectives about their children’s pedagogical transitions and educational situation over time.Method: The data constitutes of six interviews with parents of students with mild intellectual disability (MID). All interviews were inductively analyzed using thematic analysis.Results: Three master themes were summarised: 1) Uncertainty and worries, 2) Process and interactions, and 3) The novel situation.Implications: The transition from CS to CSSID requires a readjustment for parents and they express the need for support from professionals in these transitions. The change for the children could be to meet new knowledge requirements and for parents to find new forms of interaction between home and school. For children and parents the ability to face change was made visible, for example, trust in teachers was affected. In order to create a functioning everyday life, actors at different levels need to collaborate. | |
| 650 | 7 | a SAMHÄLLSVETENSKAPx Utbildningsvetenskap0 (SwePub)5032 hsv//swe |
| 650 | 7 | a SOCIAL SCIENCESx Educational Sciences0 (SwePub)5032 hsv//eng |
| 650 | 7 | a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Didaktik0 (SwePub)503022 hsv//swe |
| 650 | 7 | a SOCIAL SCIENCESx Educational Sciencesx Didactics0 (SwePub)503022 hsv//eng |
| 653 | a educational situation | |
| 653 | a pedagogical transition | |
| 653 | a interaction | |
| 653 | a trust | |
| 653 | a mild intellectual disability | |
| 653 | a Didactics | |
| 653 | a didaktik | |
| 700 | 1 | a Wilder, Jenny,d 1975-u Stockholms universitet4 aut0 (Swepub:mdh)jwr01 |
| 710 | 2 | a Mälardalens högskolab Akademin för utbildning, kultur och kommunikation4 org |
| 856 | 4 8 | u https://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-56026 |
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