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Wilder, Jenny
Publications (6 of 6) Show all publications
Danielsson, H., Bölte, S., Wilder, J., Granlund, M. & Allodi Westling, M. (2019). A Systematic Review of Early Intervention for Education in Scandinavia. In: : . Paper presented at International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia.
Open this publication in new window or tab >>A Systematic Review of Early Intervention for Education in Scandinavia
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.

National Category
Psychology Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47117 (URN)
Conference
International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia
Available from: 2019-12-17 Created: 2019-12-17 Last updated: 2019-12-17Bibliographically approved
Allodi Westling, M., Bölte, S., Danielsson, H., Granlund, M. & Wilder, J. (2019). Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context. In: : . Paper presented at International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia.
Open this publication in new window or tab >>Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.

National Category
Psychology Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47114 (URN)
Conference
International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia
Available from: 2019-12-17 Created: 2019-12-17 Last updated: 2019-12-17Bibliographically approved
Granlund, M., Almqvist, L., Wilder, J., Allodi Westling, M., Bölte, S. & Danielsson, H. (2019). Formal and Informal Support to Children with Behavioral Problems in Swedish Preschools. What Increases the Odds for Receiving Support, Do Formal or Informal Support Form Matter?. In: : . Paper presented at International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia.
Open this publication in new window or tab >>Formal and Informal Support to Children with Behavioral Problems in Swedish Preschools. What Increases the Odds for Receiving Support, Do Formal or Informal Support Form Matter?
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.

National Category
Psychology Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47116 (URN)
Conference
International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia
Available from: 2019-12-17 Created: 2019-12-17 Last updated: 2019-12-17Bibliographically approved
Wilder, J. & Granlund, M. (2015). Stability and change in sustainability of daily routines and social networks in families of children with profound intellectual and multiple disabilities. JARID: Journal of applied research in intellectual disabilities, 28(2), 133-144
Open this publication in new window or tab >>Stability and change in sustainability of daily routines and social networks in families of children with profound intellectual and multiple disabilities
2015 (English)In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 28, no 2, p. 133-144Article in journal (Refereed) Published
Abstract [en]

Background

Children with profound intellectual and multiple disabilities (PIMD) demand intense family accommodations from birth and onwards. This study used an exploratory and qualitative study design to investigate stability and change in sustainability of daily routines and social networks of Swedish families of children with PIMD.

Materials and methods

Eight families participated over two years in eco-cultural family interviews and social networks interviews collected at home visits. Data were analyzed descriptively and by manifest contents analysis.

Results

Results showed variations in sustainability of daily routines over time across families. The sustainability was linked to fathers' involvement, couples' connectedness and emotional support. Stability and change of social networks were characterized by low overlap between the child and family networks, the children's communicative dependency and low density of able communication partners.

Conclusions

The results indicate that patterns of stability and change were linked both to family resources and child characteristics.

Keywords
accommodations; children with profound intellectual and multiple disabilities; daily routines; families; social networks; sustainability
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:hj:diva-22862 (URN)10.1111/jar.12111 (DOI)000352800100006 ()24915837 (PubMedID)2-s2.0-84923000906 (Scopus ID)
Available from: 2013-12-19 Created: 2013-12-19 Last updated: 2017-12-06Bibliographically approved
Axelsson, A. K., Imms, C. & Wilder, J. (2014). Strategies that facilitate participation in family activities of children and adolescents with profound intellectual and multiple disabilities: parents’ and personal assistants’ experiences. Disability and Rehabilitation, 36(25), 2169-2177
Open this publication in new window or tab >>Strategies that facilitate participation in family activities of children and adolescents with profound intellectual and multiple disabilities: parents’ and personal assistants’ experiences
2014 (English)In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 36, no 25, p. 2169-2177Article in journal (Refereed) Published
Abstract [en]

Purpose: Participation throughout one's life plays a significant role for development and emotional well-being. For this reason, there is a need to identify ways to facilitate participation in family activities for children and adolescents with profound intellectual and multiple disabilities (PIMD).

Methods: The study design was qualitative and explorative, based on semi structured interviews with 11 parents and 9 personal assistants of children with PIMD.

Results: The interviews revealed participation-facilitating strategies relating to the children's/adolescent's proximal environment, such as "Availability and acceptability of the activity", "Good knowledge about the child" and a "A positive attitude of people close to the child", as well as strategies related to the children/adolescents themselves: "Sense of belonging", "Possible for the child/adolescent to understand", "Opportunities to influence" and "Feeling of being needed".

Conclusions: Children and adolescents with PIMD are dependent on support obtained through their environment. The identified strategies, individually adapted through awareness and knowledge by the parents and the personal assistants, provide important evidence to assist our understanding in gaining understanding about how to improve participation in family activities of children and adolescents with PIMD.

Implications for Rehabilitation Participation-facilitating strategies related to the child/adolescent and his or her proximal environments are identified to improve participation in children and adolescents with profound intellectual and multiple disabilities (PIMD). Examples of strategies for the child's/adolescents' proximal environment include "good knowledge about the child/adolescent", and, for the child/adolescent, include creating "sense of belonging" and "opportunities to influence". Identifying and making these strategies explicit may assist in enhancing the participation of children and adolescents with PIMD in family activities. People in the child's/adolescent's proximal environment need to set the scene for participation.

National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:hj:diva-23726 (URN)10.3109/09638288.2014.895058 (DOI)000346060300008 ()24588070 (PubMedID)2-s2.0-84916631689 (Scopus ID)HHJCHILDIS (Local ID)HHJCHILDIS (Archive number)HHJCHILDIS (OAI)
Available from: 2014-04-28 Created: 2014-04-28 Last updated: 2017-12-05Bibliographically approved
Wilder, J., Granlund, M. & Björck-Åkesson, E. (2012). Cooperación entre professionales y familias de niños con pluridiscapacidad. In: Emili Soro-Camats, Carme Basil, Carme Rosell (Ed.), Pluridiscapacidad y contextos de intervención: (pp. 149-162). Barcelona: Institut de Ciències de l'Educació (ICE)
Open this publication in new window or tab >>Cooperación entre professionales y familias de niños con pluridiscapacidad
2012 (Spanish)In: Pluridiscapacidad y contextos de intervención / [ed] Emili Soro-Camats, Carme Basil, Carme Rosell, Barcelona: Institut de Ciències de l'Educació (ICE) , 2012, p. 149-162Chapter in book (Other academic)
Place, publisher, year, edition, pages
Barcelona: Institut de Ciències de l'Educació (ICE), 2012
National Category
Nursing
Identifiers
urn:nbn:se:hj:diva-20106 (URN)
Available from: 2012-12-14 Created: 2012-12-14 Last updated: 2016-03-03Bibliographically approved
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