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  • 1.
    Allodi Westling, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Bölte, Sven
    Karolinska Institutet.
    Danielsson, Henrik
    Linköping university.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Wilder, Jenny
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context2019Konferansepaper (Fagfellevurdert)
    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.

  • 2.
    Axelsson, Anna Karin
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Imms, Christine
    Australian Catholic University, Melbourne.
    Wilder, Jenny
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Strategies that facilitate participation in family activities of children and adolescents with profound intellectual and multiple disabilities: parents’ and personal assistants’ experiences2014Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 36, nr 25, s. 2169-2177Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 3.
    Danielsson, Henrik
    et al.
    Linköping university.
    Bölte, Sven
    Karolinska Institutet.
    Wilder, Jenny
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    A Systematic Review of Early Intervention for Education in Scandinavia2019Konferansepaper (Fagfellevurdert)
    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.

  • 4.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Almqvist, Lena
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Wilder, Jenny
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Bölte, Sven
    Karolinska Institutet.
    Danielsson, Henrik
    Linköping university.
    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?2019Konferansepaper (Fagfellevurdert)
    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.

  • 5.
    Wilder, Jenny
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Mälardalens Högskola.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Stability and change in sustainability of daily routines and social networks in families of children with profound intellectual and multiple disabilities2015Inngår i: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 28, nr 2, s. 133-144Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 6.
    Wilder, Jenny
    et al.
    Mälardalen University, School of Education and Communication, 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.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Cooperación entre professionales y familias de niños con pluridiscapacidad2012Inngår i: Pluridiscapacidad y contextos de intervención / [ed] Emili Soro-Camats, Carme Basil, Carme Rosell, Barcelona: Institut de Ciències de l'Educació (ICE) , 2012, s. 149-162Kapittel i bok, del av antologi (Annet vitenskapelig)
1 - 6 of 6
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