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  • 1.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, M
    ICF-CY based forms for use in problem-solving for children with disabilities2007Inngår i: The 10 years anniversary research conference of Nordic Network on Disability Research (NNDR, Göteborg, Sweden, 10-12th May, 2007Konferansepaper (Annet vitenskapelig)
  • 2.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, M
    ICF-CY based forms for use in problem-solving for children with disabilities2007Inngår i: 7th International Scientific Conference Research in Education an Rehabilitation Sciences: Zagreb, June 2007, 2007Konferansepaper (Annet vitenskapelig)
  • 3.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Lim, Chih Ing
    Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, United States.
    ICF-CY based code sets focusing on participation for pre-schoolers2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Children with disabilities and their parents need opportunities to express opinions and take part of professional knowledge during habilitation processes. However, there is no structured model to identify and assess child participation in everyday life situations (EDLS). ICF-CY based code sets focusing on participation would support  dialogues about what matters most for individual children, causes of failures,  and needs of interventions. This study constituted a trial identifying content in code sets for Sleeping, Mealtimes, and Play.

    EDLS specific for children and youth was initially identified by integration of data from measures of participation, professional opinions, and parents’ perspectives. Linkage to the ICF-CY, using existing and additional linking rules, provided comparable data, resulting in two sets of ten EDLS. These were related to the Activities and Participation component, chapters 3-9, and adapted for younger and older children.

    ICF-CY categories relevant for children aged 0-6 years to be included in code sets for three of the EDLS were identified by a sequential Delphi process in 3 rounds. Participants were 5 interdisciplinary habilitation teams, altogether 35 professionals, and 7 parents of 13 typical developed preschool children from 6 families. There were no significant correlation between professionals and parents. Their partly different ICF-CY categories suggested high professional focus on Environmental factors compared with  high parental focus on Body functions. Integration of data revealed 12 categories appropriate for Sleeping, 21 for Mealtimes, and 30 for Play. This highlights the importance to integrate opinions and adapt content in code sets to individual EDLS.

  • 4.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Lim, Chih-Ing
    Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA..
    Code sets for everyday life situations of children aged 0-6: Sleeping, Mealtimes and Play - a study based on the International Classification of Functioning, Disability and Health for Children and Youth2013Inngår i: British Journal of Occupational Therapy, ISSN 0308-0226, E-ISSN 1477-6006, Vol. 76, nr 3, s. 127-136Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [fi]

    Introduction: The complexity of the Child and Youth version of the International Classification of Functioning, Disability and Health, the ICF-CY, is a challenge for occupational therapists and other professionals in clinical work. Code sets including only essential categories help to make it more user-friendly. Thus far, code sets have been developed to reflect functioning for children in different developmental periods. However, there are no code sets that support screening of participation in everyday life situations and can be used across diagnoses. This exploratory study is the first attempt to develop code sets for preschoolers’ (age 0-6 years) everyday life situations.

    Method: Using sequential Delphi processes with expert panels consisting of 35 professionals in five interdisciplinary early intervention teams and six parents of children, the study identified content in three code sets: Sleeping, Mealtimes and Play.

    Results: A limited number of relevant categories were identified for three code sets: Sleeping (12), Mealtimes (21) and Play (30). Findings suggested a professional focus on Environmental factors compared with a parental focus on Body functions.

    Conclusion: It is important to consider the opinions of all involved when developing code sets to provide a common framework for screening of children’s everyday functioning.

  • 5.
    Adolfsson, Margareta
    et al.
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Ibragimova, Nina
    Pless, Mia
    Exploring changes over time in habilitation professionals' perceptions and applications of the International Classification of Functioning, Disability and Health, version for children and youth (ICF-CY)2010Inngår i: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 42, nr 7, s. 670-678Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objective:This study explored how professionals in interdisciplinary teams perceived the implementation of the World Health Organization’s International Classification of Functioning, Disability and Health, version for Children and Youth (ICF-CY) in Swedish habilitation services.

    Design:Descriptive longitudinal mixed-methods design.

    Methods:Following participation in a 2-day in-service training on the ICF-CY, 113 professionals from 14 interdisciplinary teams described their perceptions of the implementation of the ICF-CY at 3 consecutive time-points: during in-service training, after 1 year, and after 2.5 years.

    Results:Implementation of the ICF-CY in daily work focused on assessment and habilitation planning and required adaptations of routines and materials. The ICF-CY was perceived as useful in supporting analyses and in communication about children’s needs. Professionals also perceived it as contributing to new perspectives on problems and a sharpened focus on participation.

    Conclusion:Professionals indicated that the ICF-CY enhanced their awareness of families’ views of child participation, which corresponded to organizational goals for habilitation services. An implementation finding was a lack of tools fitting the comprehensive ICF-CY perspective. The study points to the need for ICF-CY-based assessment and intervention methods focusing on child participation.

    Fulltekst (pdf)
    Fulltext
  • 6.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, M
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Ibragimova, N
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    WHO:s Classification of Functioning, Disability and Health in Child- and Youth Habilitation2007Inngår i: Presentation at The 5th conference on International Classification of Functioning, Disability and Health. Oslo, June 2007, 2007Konferansepaper (Annet vitenskapelig)
  • 7.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, Mia
    Mälardalens högskola.
    Ibragimova, Nina
    Mälardalens högskola.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Användbarhet av ICF/ICF-CY inom Barn- och ungdomshabilitering2007Inngår i: / [ed] Högskolan i Jönköping och Mälardalens högskola, 2007Konferansepaper (Annet vitenskapelig)
  • 8.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, Mia
    Ibragimova, Nina
    Mälardalens högskola.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Införande av ICF-CY i habiliteringsverksamhet2008Inngår i: Att använda ICF-CY: Västerås,  sept 2008, 2008Konferansepaper (Annet vitenskapelig)
  • 9.
    Adolfsson, Margareta
    et al.
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Swedish Institute for Disability Research, Jönköping University, Jönköping, Sweden.
    Sjöman, Madeleine
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Swedish Institute for Disability Research, Jönköping University, Jönköping, Sweden.
    Björck-Åkesson, Eva
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Swedish Institute for Disability Research, Jönköping University, Jönköping, Sweden.
    ICF-CY as a Framework for Understanding Child Engagement in Preschool2018Inngår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 3, artikkel-id 36Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Engagement in preschool predicts children's development, learning, and wellbeing in later school years. The time children engage in activities and social interactions is conditional for preschool inclusion. Engagement is part of the construct participation, which is determined by attendance and involvement. Two suggested underlying dimensions of engagement had been identified as essential when assessing children's participation in preschool activities. As engagement is a key question in inclusion of all children, and preschool becomes a common context for them, it is increasingly important to understand the concept of engagement in those settings. In Sweden most children attend preschool but children in need of special support tend not to receive enough support for their everyday functioning. This study aimed to conceptualize child engagement in preschool with ICF-CY as a framework to clarify core and developmental engagement dimensions included in Child Engagement Questionnaire (CEQ). The content of CEQ was identified through linking processes based on ICF linking rules with some exceptions. Specific challenges and solutions were acknowledged. To identify engagement dimensions in the ICF-CY, CEQ items related to ICF-CY chapters were integrated in the two-dimensional model of engagement. Findings showed that engagement measured for preschool ages was mostly related to Learning and Applying knowledge belonging to Activities and Participation but the linkage detected missing areas. Broader perspectives of children's everyday functioning require extended assessment with consideration to mutual influences between activities, participation, body functions, and contextual factors. Related to core and developmental engagement, findings highlight the importance for preschool staff to pay attention to how children do things, not only what they do. Activities related to core engagement include basic skills; those related to developmental engagement set higher demands on the child. Linking challenges related to preschool context were not consistent with those reported for child health. Using the ICF-CY as a framework with a common language may lead to open discussions among persons around the child, clarify the different perspectives and knowledges of the persons, and facilitate decisions on how to implement support to a child in everyday life situations in preschool and at home.

  • 10.
    Bartolo, Paul A.
    et al.
    University of Malta.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Giné, Climent
    Universitat Ramon Llull.
    Kyriazopoulou, Mary
    European Agency for Special Needs and Inclusive Education.
    Ensuring a Strong Start for All Children: Inclusive Early Childhood Education and Care2016Inngår i: Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap / [ed] Amanda Watkins,Cor Meijer, Emerald Group Publishing Limited, 2016, s. 19-35Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    This chapter highlights the importance of providing all children, and particularly those at risk, vulnerable children and children with disabilities, with opportunities for a quality inclusive Early Childhood Education and Care (ECEC). It first sets out the evidence that quality inclusive ECEC provision is essential for all children to develop their potential and lifelong learning competencies that will ensure their successful participation in school and adult life. It then describes the main international and European policies for inclusive ECEC. A more detailed account is given of the five key principles for action towards improving the quality of ECEC provision developed by the thematic working group of the European Commission (2014) ‘Quality Framework for Early Education and Care’ that are also very similar to those proposed by the OECD (2015) ‘Starting Strong IV’. The concluding section underlines the need to address more strongly the provision of enabling opportunities for accessibility to ECEC of children at risk of exclusion. More importantly, it highlights the need to research and improve not only these children’s presence in ECEC but also their level and quality of active participation and engagement in the social and learning activities of early childhood inclusive provision. The chapter reflects the research and policy development work being undertaken by the European Agency for Special Needs and Inclusive Education in its (2015–2017) project on Inclusive Early Childhood Education (IECE) led by the present authors.

  • 11.
    Bartolo, Paul A.
    et al.
    Department of Psychology, University of Malta, Msida, Malta.
    Kyriazopoulou, Mary
    European Agency for Special Needs and Inclusive Education, Odense, Denmark.
    Björck-Åkesson, Eva
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Giné, Climent
    Faculty of Psychology, Education Sciences and Sport Blanquerna, Ramon Llull University, Barcelona, Spain.
    An adapted ecosystem model for inclusive early childhood education: a qualitative cross European study2021Inngår i: International Journal of School & Educational Psychology, ISSN 2168-3603, E-ISSN 2168-3611, Vol. 9, nr 1, s. 3-15Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Early intervention for children vulnerable to exclusion is currently focused on the child?s effective inclusion in mainstream early childhood education. There is thus a search for developing a shared understanding of what constitutes quality inclusive preschool provision. This was the aim of a qualitative 3-year (2015?17) study of inclusive settings for children from 3 years to compulsory education across European countries, conducted by the European Agency for Special Needs and Inclusive Education. Data consisted of practitioner descriptions of 32 example inclusive preschools from 28 European countries, and more detailed data collected during short visits to eight of the example settings. Qualitative, thematic analysis identified 25 subthemes representing the perceived constituents of inclusive early childhood education provision. These were organised within a framework that intertwined the structure-process-outcome model with the ecological systems model. The resulting adapted ecosystem model for inclusive early childhood education comprises five dimensions: (1) the inclusive education outcomes, (2) processes, and (3) structural factors within the micro environment of the preschool; and the wider (4) inclusive structural factors at community, and (5) at national levels. The framework can be useful for practitioners as well as researchers and policy makers seeking to improve inclusive early childhood education provision.

    Fulltekst (pdf)
    Fulltext
  • 12.
    Bartolo, Paul
    et al.
    European Agency of Special Needs and Inclusive Education.
    Björck-Åkesson, EvaHögskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.Giné, ClimentUniversitat Ramon Llull, Barcelona, Spain.Kyriazopoulou, MaryEuropean Agency of Special Needs and Inclusive Education.
    Inclusive Early Childhood Education: An analysis of 32 European examples2016Collection/Antologi (Annet vitenskapelig)
    Fulltekst (pdf)
    Fulltext
  • 13.
    Björck, Eva
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Advancing research on inclusion and engagement in early childhood education and care (ECEC) with a special focus on children at risk and children with disabilities2023Inngår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 8, artikkel-id 1328360Artikkel i tidsskrift (Annet vitenskapelig)
  • 14.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Att ge och ta emot: samspel med små barn med rörelsehinder och kommunikations-handikapp1987Rapport (Annet vitenskapelig)
  • 15.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Cooperation with families: A Swedish Intervention Model2000Inngår i: Proceedings 9es. Jornades Internacionals dÁtencio Precoc: 28/6 – 1/7, 2000. Barcelona, 2000, s. 1-15Konferansepaper (Annet vitenskapelig)
  • 16.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Early Intervention Across Boundaries - International Collaboration in Research and Education2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Symposium Description:

    In line with the primary purpose of ISEI, to provide a framework and forum for professionals from around the world to communicate about advances in the field of early intervention, this symposium aims to discuss and raise issues related to the added value of international collaboration in early childhood intervention research and education today and in the future. It is informed by experiences of the EU-US Transatlantic Consortium on Early Intervention (EU-US Atlantis Programme, Excellence Mobility Project 2001-2013) and from collaboration in ISEI. Building on multilateral collaboration and agreements between universities and funding agencies, based on equal standards for quality we can share and learn from each other. By developing joint priorities building on the strengths in individual countries a common theoretical framework for research and education related to early intervention has been created guiding policy and practice.

  • 17.
    Björck-Åkesson, Eva
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    En ekosystemmodell för inkludering i förskolan och skolan2021Inngår i: Specialpedagogik för lärare / [ed] Mara Westling Allodi, Stockholm: Natur och kultur, 2021, s. 92-114Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 18.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Från en differentierad förskola och skola till delaktighet i lärandemiljöer som anpassas till olika förutsättningar och behov2009Inngår i: Specialpedagogisk tidskrift - att undervisa, ISSN 2000-429X, nr 4, s. 8-9Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 19.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Functional activities and participation2003Inngår i: Developmental Medicine and Child Neurology: European Academy for Childhood Disability, conference, Oslo, 2003Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 20.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    ICF for children and youth2002Inngår i: Invited presentation at the third Nordic Baltic Conference on ICF. Helsinki, Finland, 2002Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 21.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    ICF for children and youth2002Inngår i: Invited presentation at ICF-meeting, Västerås, Sweden, 2002Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 22.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    ICF for children and youth: Field trial in Sweden2003Inngår i: Invited presentation at ICF-meeting, Washington, USA, 2003Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 23.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    ICF for children and youth. Field trial in Sweden2004Inngår i: Invited presentation at ICF-meeting, Pädagogische Hochschule Zürich, Switzerland, 2004Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 24.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    ICF for children and youth. Field trial in Sweden2003Inngår i: Invited presentation at ICF-meeting, Durban, South Africa, USA, 2003Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 25.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    ICF in communication intervention2004Inngår i: 11th Biennial Conference of the Society for Augmentative and Alternative Communication. Natal, Brazil, 2004Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 26.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    International Classification of Functioning Disability and Health for Children and Youth ICF-CY2006Inngår i: Invited presentation MHADIE meeting: Ljubljana, Slovenia, November 22-24th 2006, 2006Konferansepaper (Fagfellevurdert)
  • 27.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    International Classification of Functioning Disability and Health for Children and Youth ICF-CY2006Inngår i: Invited presentation MHADIE meeting: Prague, Tjeckien, June 2006, 2006Konferansepaper (Fagfellevurdert)
  • 28.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    International Classification of Functioning Disability and Health for Children and Youth ICF-CY2005Inngår i: Invited presentation at Center for Disease-Control and Prevention, CDC-meeting, Atlanta, 2005Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 29.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    International Classification of Functioning Disability and Health for Children and Youth ICF-CY: Fieldtrials and current research in Sweden2005Inngår i: Invited presentation at ICF-meeting, UNESCO, Bangkok, Thailand, 2005Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 30.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    International Classification of Functioning Disability and Health for Children and Youth ICF-CY: Fieldtrials and current research in Sweden2005Inngår i: Invited presentation at WHOmeeting, Geneva, 2005Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 31.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    International Classification of functioning: Swedish field trial in child and youth habilitation2001Inngår i: Developmental Medicine & Child Neurology: European Academy of Childhood Disability, Abstracts, 2001, 2001, s. p 41-Konferansepaper (Annet vitenskapelig)
  • 32.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Internationell Klassifikation av funkrionstillstånd: Funkrionshinder och Hälsa för Barn och Ungdom (ICF-CY)2006Inngår i: 10:e Forsknings- och utvecklingskonferensen: Habiliteringens Forskningscentrum & Örebro Universitet. Örebro, 4-5 april, 2006, 2006, s. s 24-Konferansepaper (Fagfellevurdert)
  • 33.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Interventions for pre-school children in the ”grey-zone” of neurodevelopmental risk2007Inngår i: Paper presented at Research in Education and Rehabilitation Science: 7th International Scientific conference & The 2nd ISEI Conference, University of Zagreb, Croatia, June 14-16th, 2007, 2007Konferansepaper (Fagfellevurdert)
  • 34.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    It takes two to communicate1998Inngår i: Our children – their future: Proceedings of the Folke Bernadotte International Memorial Conference. Our Children - Their Future. Children And Young Persons With Disabilities, 1998, s. 16-19Konferansepaper (Annet vitenskapelig)
  • 35.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kartläggning: En del av interventionen och en förutsättning för individualisering2001Inngår i: FUR-BladetArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 36.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kunskapsfrukt utan kärna2008Inngår i: Pedagogiska magasinet, ISSN 1401-3320, nr 2, s. 32-35s. 32-35Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 37.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Measuring Sensation Seeking1990Doktoravhandling, monografi (Annet vitenskapelig)
  • 38.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    New Technology for Children in Early Attention2000Inngår i: Proceedings 9es. Jornades Internacionals dÁtencio Precoc: 28/6 – 1/7, 2000. Barcelona, 2000, s. p 6-Konferansepaper (Annet vitenskapelig)
  • 39.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Samspel mellan små barn med rörelsehinder och talhandikapp och föräldrar: En longitudinell studie1992Bok (Annet vitenskapelig)
  • 40.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Samspel och inflytande: Barnet och familjen1999Inngår i: Dokumentation: Människa, handikapp, livsvillkor, 7:e forskningskonferensen, Örebro den 13 och 15 april 1999, 1999, s. 101-102Konferansepaper (Annet vitenskapelig)
  • 41.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Specialpedagogik: Ett kunskapsområde med många dimensioner2007Inngår i: Reflektioner kring specialpedagogik: sex professorer om forskningsområdet och forskningsfronterna, Stockholm: Vetenskapsrådet , 2007, s. 85-99Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 42.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    ”Specialpedagogik i en skola för alla”: Vad behövs för att kunna erbjuda varje barn det stöd och den miljö som behövs för en god start i livet?2005Inngår i: Konferens kring lärande, Utbildningsvetenskapliga nämnden. Mälardalens Högskola, 2005Konferansepaper (Fagfellevurdert)
  • 43.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Specialpedagogik i förskolan2009Inngår i: Med sikte på förskolan: barn i behov av särskilt stöd / [ed] Anette Sandberg, Lund: Studentlitteratur , 2009, s. 17-35Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 44.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Specialpedagogiken: Ett mångfacetterat kunskapsfält2001Inngår i: Att Undervisa, ISSN 0345-0384, nr 5, s. 13-17Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 45.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The ICF-CY and collaborative problem solving in inclusive Early Childhood Education and Care2018Inngår i: An emerging approach for education and care: Implementing a worldwide classification of functioning and disability / [ed] S. Castro & O. Palikara, London: Routledge, 2018, s. 134-146Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The wide-ranging educational, economic and social benefits of Early Childhood Education and Care (ECEC), at both individual and societal levels, are increasingly acknowledged in large parts of the world. Major changes in physical, socio-emotional and cognitive areas of development occur during these years, and meaningful educational experiences have been shown to have long-lasting effects upon a child’s cognitive development, socio-emotional development and learning (Pianta, Barnett, Burchinal, & Thornburg, 2009; Shonkoff & Phillips, 2000; Sylva, 2010). International and European communities (EU, 2011; OECD, 2014; UNESCO, 2015; UN, 2015) regard quality of ECEC as a foundation for later school achievement, success in the modern knowledge based economy and lifelong learning.

  • 46.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The issue of the developing person; critical areas of changes2007Inngår i: Invited presentation at the conference ICF-CY - A common language for the health of children and youth: Venezia, October 25-26th 2007, 2007Konferansepaper (Fagfellevurdert)
  • 47.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Utility and feasibility of ICF-CY in early intervention/habilitation settings for children2007Inngår i: Invited presentation MHADIE meeting: Zurich, Schwitzerland, May 30-June1st 2007, 2007Konferansepaper (Fagfellevurdert)
  • 48.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Vilka konsekvenser får WHO’s nya definition av handikapp2003Inngår i: Nordisk Specialpedagogisk kongress, Västerås, 7-9 augusti, 2003Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 49.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Where is Early Attention going to?: Current Trends and Future Perspectives2000Inngår i: Proceedings 9es. Jornades Internacionals dÁtencio Precoc: 28/6 – 1/7, 2000. Barcelona, 2000, s. 7-12Konferansepaper (Annet vitenskapelig)
  • 50.
    Björck-Åkesson, Eva
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Bailey, D.B
    Simeonsson, R.J
    Kartläggning av familjen vid tidig intervention: Översättning och anpassning till svenska förhållanden av [translation of and adaptation to Swedish]1991Inngår i: Family Assessment in Early InterventionArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
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