Change search
Refine search result
1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Atterström, Andrea
    et al.
    Jönköping University, School of Education and Communication.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication. Department of Pedagogy and Learning, Linnéuniversitetet Humaniora och Samhällsvetenskap, Växjö, Sweden.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Swärd, Ann-Katrin
    Department of Education and Special/Inclusive education, Göteborgs Universitet, Göteborg, Sweden.
    Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment2023In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 70, no 6, p. 1101-1119Article in journal (Refereed)
    Abstract [en]

    Earlier research shows an arrest in reading and writing development among 9–12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner’s phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher–participant longitudinal dialogues focusing on the students’ experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students’ development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.

  • 2. Atterström, Louisa
    et al.
    Atterström, Andrea
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Jag hör inte hemma i någon annan värld2020In: Positiv specialpedagogik: Teorier och tillämpningar / [ed] A.-K. Swärd, S. Fischbein & M. Reichenberg, Lund: Studentlitteratur AB, 2020, p. 119-136Chapter in book (Other academic)
  • 3.
    Malmqvist, Johan
    et al.
    Faculty of Social Sciences, Linnaeus University, Sweden.
    Atterström, Andrea
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Swärd, Ann-Katrin
    Department of Education and Special/Inclusive education, University of Gothenburg, Sweden.
    But was it Trustworthy? Methodological Experiences From a Study of a Hard-to-Reach Group of Students in Need of a Flexible Research Approach2024In: International Journal of Qualitative Methods, E-ISSN 1609-4069, Vol. 23, article id 16094069241234805Article in journal (Refereed)
    Abstract [en]

    Pedagogical research on experiences of learning among students with severe speech and physical impairment (SSPI) is sparse. This may be due to a lack of research-on-research methodology literature about students with SSPI, as they are difficult to find and there are barriers to their participation in mainstream research. Hence, method development is especially important regarding these students, who cannot participate when traditional inquiry methods are used. This article's objective is therefore to advance method development by means of a retrospective investigation. The empirical findings consist of documented experiences from a previous study of students with SSPI (henceforth, "literacy study"). A computer-assisted email dialogue technique was developed in the literacy study's pilot study and eventually used in the main study, to investigate the students' experiences of their literacy development. The aim of this study is to retrospectively and critically examine the scientific trustworthiness of a methodological research approach based on an email dialogue technique used exploratively in the literacy study, to investigate the literacy development among the students grounded in their own experiences, and to contribute methodological experiences gained from that study regarding the relationship between the use of verification strategies and checking techniques. The computer-assisted email dialogue approach was necessary because the few participants were spread over great geographical distances. The approach was developed as an explorative and flexible inclusive research design and was used within the tradition of participatory research. The students in both the pilot and main studies (8-16 years of age) were treated as collaborators rather than research subjects. Both the verification strategies and techniques regarding trustworthiness criteria were found to be important for trustworthiness. The main conclusion, based on our experiences in this retrospective investigation, is that it is necessary to continuously and thoroughly focus on trustworthiness issues throughout the research process to obtain trustworthy findings.

1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf