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  • 1. Adelswärd, Viveka
    et al.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Discourse about children with mental disablement: An analysis of teacher-parent conferences in special education schools1998In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 12, no 2, p. 81-98Article in journal (Refereed)
  • 2.
    Adelswärd, Viveka
    et al.
    Linköpings universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    …so one can plant a little seed…: An analysis of a teacher's way of solving a communicative problem in talks with parents2000In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 20, no 4, p. 191-205Article in journal (Refereed)
  • 3.
    Adelswärd, Viveka
    et al.
    Linköpings Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Så kan man så ett litet frö: Analys av en lärares sätt att lösa ett kommunikativt problem i samtal med föräldrar1999In: Möten: En vänbok till Roger Säljö, Tema Kommunikation, Linköpings universitet , 1999Chapter in book (Other (popular science, discussion, etc.))
  • 4.
    Adelswärd, Viveka
    et al.
    Linköpings Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Who is Cindy?: Aspects of identity-work in a teacher- parent-pupil talk at a special school2000In: Text - an interdisciplinary journal for the study of discourse, ISSN 0165-4888, Vol. 20, no 4, p. 1-24Article in journal (Refereed)
  • 5.
    Ahl, Astrid
    et al.
    Umeå Universitet.
    Hill, Anders
    Göteborgs Universitet.
    Malmgren, Lise-lott
    Malmö Högskola.
    Nilhollm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Wingård, Britta
    Specialpedagogik inom lärarutbildningen: En kartläggning utifrån kursplanerna inom de svenska lärarutbildningarna2006Report (Other (popular science, discussion, etc.))
  • 6.
    Aronsson, Karin
    et al.
    Stockholms universitet.
    Nilholm, Claes
    On memory and the collaborative construction and deconstruction of custody case arguments1990In: Human Communication Research, ISSN 0360-3989, E-ISSN 1468-2958, Vol. 17, no 2, p. 289-314Article in journal (Refereed)
    Abstract [en]

    In a simulation of lay judges’ deliberations, it is shown how the participants selectively misconstrued courtroom evidence, depending on their overall story frameworks. All participants had received a common set of background information (drawn from an authentic custody case). In addition, one person in each group had, unknowingly, received some unique pieces of information. The “lay judges” produced several spontaneous misrepresentations of the background material. Moreover, they would often accept and retell false “facts” (introduced by a participant with different background information), unless these “facts” were integrated into opposing account frameworks. Hence it is shown how misrepresentations are often coconstituted.

  • 7.
    Aronsson, Karin
    et al.
    Stockhollms universitet.
    Nilholm, Claes
    Storytelling as collaborative reasoning: Co-narratives in incest case accounts1992In: Explaining one’s self to others: Reason-giving in a social context / [ed] Margaret L. McLaughlin, Michael J. Cody, Stephen J. Read, Hillsdale, N.J.: Erlbaum Associates , 1992, p. 245-260Chapter in book (Other academic)
  • 8.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    En utvidgning av mångfaldsforskning inom pedagogik2001In: Nordisk tidskrift för hörsel- och dövundervisning NTD, ISSN 1651-6036, no 2, p. 44-49Article in journal (Refereed)
  • 9.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Situerad mångfald i skolan2002In: Jaget och rösterna: Goffman, Viveka och samtalet, Studies in communication, Linköpings University , 2002, p. 277-287Chapter in book (Refereed)
  • 10.
    Cameron, David Lansing
    et al.
    Department of Education, University of Agder, Kristiansand, Norway.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Persson, Bengt
    Department of Education and Behavioural Sciences, University of Borås, Borås, Sweden.
    School district administrators' perspectives on special education policy and practice in Norway and Sweden2012In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 14, no 3, p. 212-231Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to examine special education policy and practice from the perspective of school district administrators in Norway and Sweden. Administrators from 266 Norwegian and 262 Swedish municipalities completed a survey concerning: (a) reasons children need special education, (b) common and desired organizational solutions, and (c) the influence of policy on practice. Despite a number of clear differences, findings suggest that Swedish and Norwegian administrators share similar attitudes regarding the provision of special education support. It appears that in both countries inclusive practices are seen as the ideal, yet, Norwegian administrators appear to have a stronger preference for categorical or segregated solutions. However, this finding must be viewed in light of current practices in each country. In particular, we take into consideration data indicating that 17% of Swedish students receive special educational support, as compared to approximately 6% in Norway.

  • 11. Carlsson, Reidun
    et al.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Demokrati och inkludering - en begreppsdiskussion2004In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 2, p. 77-95Article in journal (Refereed)
    Abstract [en]

    Notions of inclusion and democracy are distinguished, discussed and related to one another. Three notions of inclusion are discerned: weak inclusion, strong inclusion and inclusion as a dilemma. Whereas a weak notion of inclusion subscribes to a general idea of inclusion while at the same time allowing for exceptions, the strong notion supports inclusion as a firm principle. A dilemma perspective, on the other hand, to a larger extent involves the recognition of inclusion/exclusion as inherent characteristics of educational systems dealing with diversity. Four notions of democracy are discussed: rule-governed, representative, participatory and deliberative. Relations between notions of inclusion and democracy are – tentatively – discussed. It is argued that the different models of democracy have implications vis-a-vis notions of inclusion and some of these implications are discussed.

  • 12.
    Cedersund, Elisabet
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. Ageing - living conditions and health.
    Nilholm, Claes
    Jönköping University, School of Health Science, HHJ. Ageing - living conditions and health. Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Samtal i äldreomsorgen: samspelet mellan omsorgspersonal och äldre med Alzheimers sjukdom2000Book (Other (popular science, discussion, etc.))
  • 13.
    Eriksson Gustavsson, Anna-Lena
    et al.
    Linköpings universitet.
    Göransson, Kerstin
    Mälardalens högskola.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Inledning2011In: Specialpedagogisk verksamhet i grundskolan / [ed] Anna-Lena Eriksson Gustavsson, Kerstin Göransson, Claes Nilholm, Lund: Studentlitteratur, 2011, p. 13-32Chapter in book (Other (popular science, discussion, etc.))
  • 14.
    Eriksson-Gustavsson, Anna-Lena
    et al.
    Linköpings universitet.
    Göransson, KerstinMälardalens högskola.Nilholm, ClaesJönköping University, School of Education and Communication, HLK, CHILD.
    Specialpedagogisk verksamhet i grundskolan2011Collection (editor) (Other academic)
  • 15.
    Evaldsson, Ann-Carita
    et al.
    Pedagogiska institutionen, Uppsala universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, CHILD.
    Evidensbaserat skolarbete och demokrati: Mobbning som exempel2009In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, no 1, p. 65-82Article in journal (Refereed)
  • 16.
    Evaldsson, Ann-Carita
    et al.
    Uppsala universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Evidensbasering - ett hot?2009In: Magasin 360, no 1, p. 5-Article in journal (Other (popular science, discussion, etc.))
  • 17.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    From my perspective - Perceived participation in mainstream schools in students with autism spectrum conditions2012In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, no 3, p. 191-201Article in journal (Refereed)
    Abstract [en]

    Objectives: To examine perceived participation in students with ASC and their classmates in mainstream schools and to investigate correlations between activities the students wanted to do and actually participated in.

    Methods: Twenty-two students with ASC and their 382 classmates responded to a 46-item questionnaire regarding perceived participation in mainstream schools.

    Results: On 57% of the items, students with ASC perceived lower participation than their classmates. These results emphasize the importance of knowledge about students’ perceived participation. However, positive correlations between what the students wanted to do and actually did indicate that students with ASC may be participating to the extent that they wanted.

    Conclusion: Students with ASC perceived lower overall participation in mainstream school than their classmates. The correlations between “I want to” and “I do” statements in students with ASC indicated that aspects of autonomy are important to incorporate when studying, and interpreting, self-rated participation in mainstream schools.

  • 18. Göransson, Kerstin
    et al.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, CHILD.
    Inclusive education in Sweden?: Ideas, policies and pracitices2009In: La nouvelle revue de l'adaptation et de la scolarisation, ISSN 1957-0341, no 5, p. 83-98Article in journal (Refereed)
  • 19. Göransson, Kerstin
    et al.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Om smygrepresentativitet i pedagogiska avhandlingar2009In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, no 2, p. 136-142Article in journal (Other academic)
  • 20.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Karlsson, Kristina
    Linköpings universitet.
    Inclusive education in Sweden? A critical analysis2011In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 15, no 5, p. 541-555Article in journal (Refereed)
    Abstract [en]

    When it comes to pupils in need of special support and pupils with disabilities, Sweden's compulsory school system is sometimes considered a one-track system. This article analyses and critically discusses current policy and practices at various levels of Sweden's compulsory school system for these pupils. The analysis traces three themes at the national and municipal levels: (1) values and goals; (2) organisation and placement of pupils; and (3) importance of categories in obtaining support. A rather complex picture emerges from this analysis. Several conclusions are made: (1) state policies leave a lot of room for interpretation at the municipal and school levels, and this results in an extensive variation; (2) Swedish state policy is not as inclusive as is often stated; (3) celebration of difference seems to be hard to achieve; (4) learning goals can be a double-edged sword with regard to inclusion; and (5) most pupils appear to enjoy participation in school, and in an international perspective, Swedish classrooms seem to be largely democratic.

  • 21. Hansson, Kristina
    et al.
    Nettelbladt, Ulrika
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Contextual influence on the language production of children with speech/language impairment2000In: International journal of language and communication disorders, ISSN 1368-2822, E-ISSN 1460-6984, Vol. 35, no 1, p. 31-47Article in journal (Refereed)
  • 22.
    Hansson, Kristina
    et al.
    Lunds Universitet.
    Nettelbladt, Ulrika
    Lunds Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hur påverkar olika typer av samtalspartners språkproduktionen hos barn med språkstörning?1999In: Samtal och språkanvändning i professionerna, ASLA, Uppsala , 1999Chapter in book (Other (popular science, discussion, etc.))
  • 23.
    Hydén, Lars-Christer
    et al.
    Linköpings Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Att höra brukarens röst: Ett forskningsprogram1999Report (Other (popular science, discussion, etc.))
  • 24.
    Hydén, Lars-Christer
    et al.
    Linköpings Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Linköpings universitet.
    Karlsson, Kristina
    Linköpings universitet.
    När olikhet blir problem: handikappforskning, kontext och social interaktion2003In: Socialvetenskaplig tidskrift, ISSN 1104-1420, Vol. 10, no 4, p. 319-333Article in journal (Refereed)
    Abstract [sv]

    I artikeln argumenterar författarna för försök att inom handkappforskningen gå utöver traditioner av att den medicinska kroppsuppfattningen är ett bärande element i analyser av det sociala.

  • 25.
    Larsson, ulla-beth
    et al.
    Göteborgs universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Säljö, Roger
    Göteborgs universitet.
    Communicating with the severely brain-damaged adult1994In: Literacy and other forms of mediated action / [ed] James V Wertsch; Juan Daniel Ramírez, Madrid: Fundación Infancia y Apredizaje , 1994, p. 115-122Chapter in book (Other academic)
  • 26.
    Lindqvist, Gunilla
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Making schools inclusive? Educational leaders' views on how to work with children in need of special support2013In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 17, no 1, p. 95-110Article in journal (Refereed)
    Abstract [en]

    Educational leaders have a comprehensive responsibility for how preschools and schools work with children in need of special educational support. The aim of this research is to study how educational leaders (a) explain why children have problems in schools, (b) consider how preschools/schools should help children in need of special support and (c) the role they believe that Special Educational Needs Coordinators (SENCOs) should have in such work. Educational leaders (N = 45) working in preschools and regular compulsory schools in a Swedish municipality responded (100%) to a questionnaire. According to the results of this study, this group seems to view difficulties in schools as being caused primarily by individual shortcomings. Educational leaders often advocate solutions that are closely linked to the work of special educators. The educational leaders believe SENCOs should work with supervising staff and focus on documentation and evaluations. Preschool leaders attribute children's need of special support to teachers more often than their colleagues in compulsory schools.

  • 27.
    Lindqvist, Gunilla
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Nilholm, Claes
    Malmö University.
    Promoting inclusion? ‘Inclusive’ and effective head teachers’ descriptions of their work2014In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 1, p. 74-90Article in journal (Refereed)
    Abstract [en]

    The purpose of the reported interview study from Sweden is to contribute to our understanding of how head teachers can promote inclusive practices. Five head teachers were selected from a larger sample of head teachers working in compulsory schools (6–16) according to specific criteria in order to obtain head teachers who work effectively and express inclusive values relative to a relational perspective. The interviews were semi-structured, and a thematic analysis was performed. Head teachers’ strategies were in focus. The theoretical point of departure is critical pragmatism. Overall the five head teachers reported similar strategies. The head teachers describe the importance of educational leadership through observation and participation in activities in the classrooms. They advocate flexibility in the solutions provided for students in need of special support preferring solutions carried out in the regular classroom by the class/subject teacher. Head teachers see special educational needs coordinators (SENCOs) as important partners in their work towards more inclusive practices. Head teachers express the importance of consensus among their staff. They seem to welcome government’s increasing demands and steering concerning how head teachers should manage their schools. Finally, it is discussed whether the head teachers can be said to work ‘inclusively’ and, more generally, the methodological challenges researchers must confront in studies concerning ‘inclusive’ education.

  • 28.
    Lindqvist, Gunilla
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Almqvist, Lena
    Mälardalens högskola.
    Wetso, Gun-Marie
    Högskolan Dalarna.
    Different agendas? The views of different occupational groups on special needs education2011In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 26, no 2, p. 143-157Article in journal (Refereed)
    Abstract [en]

    The purpose of the present paper is to investigate how different occupational groups explain why children have problems in school, how they believe schools should help these children and the role they believe that special educational needs coordinators (SENCOs) should have in such work. A questionnaire was distributed to all teaching and support staff in a Swedish municipality (N=1297). As a result, 938 persons (72.5%) answered the questionnaire. The answers given by (a) preschool teachers (b) teacher assistants (c) SENCOs (d) special teachers (e) class teachers and (f) subject teachers were compared. Several interesting patterns emerged from the data indicating that the occupational groups to a large extent have different ideas concerning how the school should work with children in need of special support. The SENCOs were, for example, the only group that believed that they should be involved in school development. The outcome of the study is discussed in relation to the notion of inclusive education.

  • 29. Nettelbladt, Ulrika
    et al.
    Hansson, Kristina
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Why ask questions?: Contextual effects on grammatical structure in the language production of children with SLI2001In: Child Language Teaching and Therapy, ISSN 0265-6590, E-ISSN 1477-0865, Vol. 17, no 2, p. 89-106Article in journal (Refereed)
  • 30.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Berättelseforskning2000In: Creative crossroads: Vänbok till Yvonne Waern, avgående professor Tema K, 2000Chapter in book (Other (popular scientific, debate etc.))
  • 31.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Children with Down syndrome: Implications of a contextual approach2000In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 15, no 3, p. 347-359Article in journal (Refereed)
  • 32.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Communicative Challenges: A comparative study of mother-child interaction1991Doctoral thesis, monograph (Other scientific)
  • 33.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Linköping University.
    Early intervention with children with Down syndrome - Past and future issues1996In: Down syndrome: Research and practice, ISSN 0968-7912, Vol. 4, no 2, p. 51-58Article in journal (Refereed)
    Abstract [en]

    Firstly, research addressing early intervention in Down syndrome is discussed. It is argued, in contrast to prior reviewers, that early intervention in Down syndrome does seem to yield positive effects in different developmental domains. However, the evidence of long-term effects appears to be mixed, albeit the implications of this state of affairs are arguable. Secondly, some recent trends in early intervention research are outlined. The implications of the recent emphasis on pinpointing strengths and weaknesses in Down syndrome and the emergent recognition of the importance of the context of child development are spelled out. The consequences of a contextualized approach to child development is discussed particularly in relation to the notions of outcome variables and the wider context of development, i.e. in terms of the impact of early intervention on families and the long-term goals of early intervention. Finally, it is argued that the time seems ripe to situate the early intervention movement in its sociocultural context, i.e. in the nexus of political, ideological and scientific factors.

  • 34.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Fakultetsopponenten sammanfattar: Karin Bengtsson avhandling "Talandet som levd erfarenhet-en studie av fyra barn med Downs syndrom."2007In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 12, no 2, p. 166-168Article, book review (Other academic)
  • 35.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Fakultetsopponenten sammanfattar. Yvonne Karlsson avhandling "Att inte vilja vara problem-social organisering och utvärdering av elever i en särskild undervisningsgrupp.2008In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 13, no 1, p. 77-80Article, book review (Other academic)
  • 36.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Forskning om specialpedagogik: Landvinningar och utvecklingsvägar2007In: Pedagogisk forskning i Sverige, ISSN 1401-6788, Vol. 12, no 2, p. 96-109Article in journal (Other academic)
  • 37.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Gör politiken skillnad? Exemplet "elever i behov av särskilt stöd"2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 1, p. 109-123Article in journal (Refereed)
    Abstract [en]

    Does politics make a difference? Special needs education as an example. An empirical investigation concerning the relationship between political control of Swedish municipalities and their work with children “in need of special support” is reported. 262 of 290 municipalities answered a questionnaire regarding their work with children with special needs, covering issues such as resources, the identification of such children, organizational models, influence, prevention, cooperation and evaluation. The empirical analysis focuses on questions of an ideological nature concerning, for example, inclusive education. The relationships between type of political control, i.e. left vs. right, and the answers to such questions are very weak. This outcome is interpreted as an expression of professional dominance within the frame of an educational system managed by objectives. Whether this is desirable or not is discussed from the viewpoint of different democratic perspectives.

  • 38.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Inkludering av elever "i behov av särskilt stöd": vad betyder det och vad vet vi? (Elektronisk resurs)2006Report (Other (popular science, discussion, etc.))
  • 39.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Mats Myrbergs Dyslexi - en kunskapsöversikt2007In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 12, no 3, p. 226-229Article, book review (Other academic)
  • 40.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Möten?: Forskning om specialpedagogik i ett internationellt perspektiv2006Report (Other (popular science, discussion, etc.))
  • 41.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Perspektiv på specialpedagogik2007 (ed. 2)Book (Other (popular science, discussion, etc.))
  • 42.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Perspektiv på specialpedagogik2003Book (Other academic)
  • 43.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, CHILD. Örebro University.
    Power and perspectives: An investigation into international research covering special educational needs2007In: International Journal of Special Education, ISSN 0827-3383, E-ISSN 1917-7844, Vol. 22, no 3, p. 62-71Article in journal (Refereed)
    Abstract [en]

    An empirical investigation of international research relating to special educational needs is reported. Two international arenas were identified: a North American and a British/European. Articles from 2004 were analysed with regard to 1) sex of authors, 2) country of institutional affiliation of authors, 3) themes and 4) perspectives. The analyses suggest that, to a large extent, research is still nationally oriented. Female authors were most common in 11 of the 12 journals. The thematic analyses revealed similar patterns across arenas but the theme inclusion was far more common in the British/European journals. Research perspectives were mostly normative and a possible emerging middle-ground was identified. Implications of these empirical patterns are discussed in the article.

  • 44.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Recension2007In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 12, no 3, p. 226-229Article, book review (Other academic)
  • 45.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Special education, inclusion and democracy2006In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 21, no 4, p. 431-445Article in journal (Refereed)
  • 46.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Specialpedagogik - på gott och ont?2009In: Specialpedagogisk tidskrift: att undervisa, ISSN 2000-429X, no 4, p. 10-11Article in journal (Other (popular science, discussion, etc.))
  • 47.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Pedagogiska institutionen, Örebro universitet.
    Specialpedagogik: Vilka är de grundläggande perspektiven?2005In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, no 2, p. 124-138Article in journal (Refereed)
    Abstract [sv]

    Forskningen om specialpedagogik brukar delas in i två grund-läggande perspektiv. Å ena sidan ett mer traditionellt, individualistiskt perspektiv med rötter i medicin och psykologi och, å andra sidan, ett alternativt perspektiv med betoning på sociala faktorers betydelse för skolproblem. Denna dikotomisering utgör utgångspunkten för en stor del av forskningen inom fältet. I den här artikeln diskuteras variationer inom ramen för de respektive perspektiven och rimligheten i den typ av förenklingar som perspektiven utgör. Medan ett flertal olika variationer urskiljs argumenteras ändå för vikten att avgränsa dessa två grundläggande perspektiv men också för att de behöver kompletteras. Olika »kandidater» till ett tredje perspektiv diskuteras. Utifrån en argumentation om att båda perspektiven på specialpedagogik i hög grad tar sin utgångspunkt i vem eller vad som är ansvarig för skolproblem och att de har lösningar på dessa problem, föreslås ett tredje perspektiv som tar sin utgångspunkt i dilemman, inte minst av etisk art, vilka samhälle och skola har att hantera för att möta elevers olikhet. Innebörden i ett sådant dilemma-perspektiv utvecklas i artikeln.

  • 48.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Språktillägnande hos barn med Down syndrom: En forskningsöversikt1997Report (Other (popular science, discussion, etc.))
  • 49.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Tema: Specialpedagogik och demokrati2004In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, p. 5-12Article in journal (Other (popular science, discussion, etc.))
  • 50.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    The zone of proximal development: A comparison of children with Down syndrome and typical children1999In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532, Vol. 24, no 3, p. 265-279Article in journal (Refereed)
12 1 - 50 of 72
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