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  • 301.
    Janeslätt, Gunnel
    et al.
    Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden.
    Wallin, Sara W.
    School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    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.
    Intervention in time-processing ability, daily time management and autonomy in children with intellectual disabilities aged 10–17 years – A cluster randomised trial2019Ingår i: Australian Occupational Therapy Journal, ISSN 0045-0766, E-ISSN 1440-1630, Vol. 66, nr 1, s. 110-120Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background/aim

    Difficulties with management of time are frequently observed in children and youth with intellectual disabilities (IDs). The aim of this study was to evaluate a new intervention programme ‘My Time’ to improve time‐processing ability (TPA) in children with IDs aged 10–17 years (n = 61).

    Methods

    Cluster randomised and waiting‐list control group design was used. Data collection included the Kit for assessment of TPA, the Time‐Parent scale and a self‐rating of autonomy to assess occupational performance in daily life. The method was implemented over an 8‐week period. Effect size (ES) was calculated and an analysis of covariance on the individual level and a two‐stage process on the cluster level.

    Results

    The estimated mean improvement in the KaTid‐Child score from baseline (t1) to t2 was significantly higher in the intervention group compared to the waiting‐list group, ES Cohen's d = 0.64.

    Conclusion

    The results present first evidence of the effectiveness of a new occupational therapy intervention programme (‘My Time’) to facilitate TPA in children with mild to moderate IDs. Children with IDs aged 10–17 years could improve their TPA at a measurable pace when given intervention. The method could complement interventions using time‐assistive devices. Children with IDs should be identified to guide intervention. Further research is necessary to establish whether using the intervention programme can facilitate the development of TPA in younger children.

  • 302.
    Jansson, Mikael
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Medie- och kommunikationsforskning.
    Lund, Victor
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Medie- och kommunikationsforskning.
    Mot en ny (kr)istid?: En studie om hur svenska förvaltningsmyndigheter arbetar för att utveckla en proaktiv krishantering2013Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Det är inte längre en fråga om huruvida en organisation kommer att drabbas av en kris, utan det är snarare frågan om när. Det har skett en utveckling inom diskursen för kriskommunikation. Fokus ligger nu vid hur organisationer förebygger och förbereder för dessa extraordinära händelser snarare än att reagera när krisen väl har inträffat.

    Denna studie syftar till att vidga diskursen inom krishantering i en svensk kontext genom att undersöka svenska myndigheter och deras förmåga att vara proaktiva när det gäller krishantering, det vill säga arbeta redan före en kris. Baserad på Mitroffs ramverk för Crisis Leadership har myndigheterna analyserats genom en kvantitativ och kvalitativ undersökning. Av de 70 myndigheter som kontaktades skickades 42 enkäter tillbaka, vilket resulterade i en svarsfrekvens på 60 %.

    Resultaten från undersökningen visar att de svenska förvaltningsmyndigheterna inte uppfyller idealet för utveckla en proaktiv krishantering. De fyra faktorerna, kristyper, krismekanismer, krissystem och krisintressenter, är indikatorer för en proaktiv hållning. Dessa var inte representerade i de data som samlades in, utom den tredje faktorn som hade en proaktiv organisationskultur samt beredskapsaktiviteter, till exempel att ha en krisplan och en krisledningsgrupp.

    Slutsatsen är att svenska förvaltningsmyndigheter behöver utveckla en mer proaktiv inställning till sin krishantering rörande goda relationer med sina intressenter, med en krisportfölj som omfattar olika krisfamiljer, ta fram fler signaldetektorer och strategier för att förhindra krisen, till exempel företagens sociala ansvarsprogram (CSR-program). 

  • 303.
    Jiremyr, David
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kajsa, Sundén
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    ”Man tänker inte på att det är ett lärande”: En intervjustudie om sällskapsspel i undervisningssyfte2019Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med studien var att ta reda på hur lärare i fritidshem använder sig av sällskapsspel i undervisningssyfte. Vi har intervjuat fem personer i olika åldrar och med olika arbetsuppgifter men i grunden är de lärare med inriktning mot fritidshem. Det har gett oss ett övergripande resultat i denna studie och vi kan konstatera att det skiljer sig från skola till skola. Vissa skolor använder sällskapsspel i undervisningen flitigt och tycker att det är en viktig del för elevernas lärande medan andra skolor använder sig inte alls av sällskapsspel utan satsar mer på det digitala spelet. Genom analysen framträdde fem olika teman som var svenska och språkkunskaper, matematik genom sällskapsspel, sociala relationer, intresse och kunskap samt tid. Resultatet visar att med utgångspunkt i dessa fem teman att sällskapsspel används i viss mån utifrån lärarens intresse i ett undervisningssyfte.

  • 304.
    Jiremyr, Erika
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Magnfält, Sanja
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Djurens roll i förskolan: En fallstudie om två förskolor med djurinriktning2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Studiens syfte är att, genom observationer, undersöka djurens roll i förskolans verksamhet. Syftet är således att skildra de pedagogiska lärprocesser som förekommer i förskolor som involverar djur i sin dagliga verksamhet, bidra med kunskaper om hur djur kan påverka förskolans verksamhet och hur djurhållning kan tillämpas i den traditionella förskolan. Vårt teoretiska ramverk utgår ifrån sociokulturellt perspektiv med inriktning mot Vygotskijs och Leontyevs ”Aktivitetstrianglar” som Engeström sedan utformade grafiskt. Ramverket möjliggör användningen av begrepp som till exempel artefakter, mediering, objekt och subjekt vilket skapar en röd tråd genom hela studien. Metoden som valts är en kvalitativ fallstudie och genom denna metod kan fördjupning göras av hur två specifika förskolor med djur i verksamheten fungerar. Studiens frågeställningar bygger på ett kunskaps intresse och har fungerat som en vägledning genom studien. Frågeställningarna är: hur är djur involverade i lärandeaktiviteterna på lantbruksförskolan och hur är djur involverade i lärandeaktiviteterna på djurparksförskolan. Observationerna skedde på två olika förskolor och för att komplettera data genomfördes också samtal med förskollärarna i verksamheten. Observationerna och samtalen analyserades utifrån en tematisk analysmetod som kompletterades med en narrativ analysmetod för att ge ett djupare resultat. Resultatet visade på att det fanns både skillnader och likheter mellan förskolorna som observerades. Baserat på resultatet fördes en diskussion kring hur skillnaderna och likheterna på förskolorna med djurinriktning kunde appliceras på en traditionell förskola. Slutsatsen visar att det är möjligt att använda djur i en traditionell förskola men att tillämpningen beror på den enskilda förskolans förutsättningar.

  • 305.
    Johnson, Ensa
    et al.
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Nilsson, Stefan
    CHILD, Institute of Health and Care Sciences, University of Gothenburg, Gothenburg, Sweden.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Eina! Ouch! Eish! Professionals’ perceptions of how children with cerebral palsy communicate about pain in South African school settings: Implications for the use of AAC2015Ingår i: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 31, nr 4, s. 325-335Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Most children with severe cerebral palsy experience daily pain that affects their school performance. School professionals need to assess pain in these children, who may also have communication difficulties, in order to pay attention to the pain and support the children’s continued participation in school. In this study, South African school professionals’ perceptions of how they observed pain in children with cerebral palsy, how they questioned them about it and how the children communicated their pain back to them were investigated. Thirty-eight school professionals participated in five focus groups. Their statements were categorized using qualitative content analysis. From the results it became clear that professionals observed children’s pain communication through their bodily expressions, behavioral changes, and verbal and non-verbal messages. Augmentative and alternative communication (AAC) methods were rarely used. The necessity of considering pain-related vocabulary in a multilingual South African context, and of advocating for the use of AAC strategies to enable children with cerebral palsy to communicate their pain was highlighted in this study.

  • 306.
    Joosten, Annette
    et al.
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Girdler, Sonya
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Albrecht, Matthew A.
    School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia.
    Horlin, Chiara
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Leung, Denise
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Ordqvist, Anna
    Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain and Rehabilitation Centre, Linköping, Sweden.
    Fleischer, Håkan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Gaze and visual search strategies of children with Asperger syndrome/high functioning autism viewing a magic trick2016Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 19, nr 2, s. 95-102Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective: To examine visual search patterns and strategies used by children with and without Asperger syndrome/high functioning autism (AS/HFA) while watching a magic trick. Limited responsivity to gaze cues is hypothesised to contribute to social deficits in children with AS/HFA.

    Methods: Twenty-one children with AS/HFA and 31 matched peers viewed a video of a gaze-cued magic trick twice. Between the viewings, they were informed about how the trick was performed. Participants’ eye movements were recorded using a head-mounted eye-tracker.

    Results: Children with AS/HFA looked less frequently and had shorter fixation on the magician’s direct and averted gazes during both viewings and more frequently at not gaze-cued objects and on areas outside the magician’s face. After being informed of how the trick was conducted, both groups made fewer fixations on gaze-cued objects and direct gaze.

    Conclusions: Information may enhance effective visual strategies in children with and without AS/HFA.

  • 307.
    Karlsson, Maria
    et al.
    School of Education, Culture and Communication, Mälardalen University, Sweden.
    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.
    Changing services to children with disabilities and their families through in-service training: is the organisation affected?2008Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 23, nr 3, s. 207-222Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Professional development in family‐centred services was given to professionals supporting children with disabilities and their families with the purpose to influence ways to perform working tasks. Is it possible to change ways of working through in‐service training? In order to find answers to that question perceptions of in‐service training at different organisational levels were collected by interviews. Ways to perform working tasks were investigated by self‐reported ratings on questionnaires. What kind of change the teams experienced was analysed through written assignments at the end of professional development. The study builds on a longitudinal design. Watzlawick and co‐workers identified orders of change to analyse perceptions of, and changes following, professional development. The findings reveal that participants at different levels of the organisation have similar perceptions of the in‐service training. They are described more in depth by participants within the organisation, rather than the ones outside (parents and managers), who describe the consequences of the professional development rather than the professional development process. After professional development, the family approach has been adopted among most professionals; for example, are assessment tools and model for habilitation plans which were presented in the professional development used afterwards in everyday work? This implies a second‐order change. However, some professionals do claim that the family‐centred way of working is nothing new to them, which corresponds to a first‐order change. Professional development in conjunction with resources for implementing change after professional development are therefore seen as factors that facilitate second‐order change.

  • 308.
    Kerpcarova, Barbora
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The involvement of preschool teachers in children's play in Sweden2019Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 309.
    Klang Ibragimova, Nina
    et al.
    School of Education, Culture and Communication, Mälardalen university.
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    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.
    Using content analysis to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health - version for Children and Youth (ICF-CY)2011Ingår i: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 43, nr 8, s. 728-733Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective: To explore how content analysis can be used together with linking rules to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health – version for children and youth (ICF-CY).

    Methods: Individual habilitation plans containing texts on assessment and intervention for children with disabilities and their families were linked to the ICF-CY using content analysis. Texts were first divided into meaning units in order to extract meaningful concepts. Meaningful concepts that were difficult to link to ICF-CY codes were grouped, and coding schemes with critical attributes were developed. Meaningful concepts that could not be linked to the ICF-CY were assigned to the categories “not-definable” and “not-covered”, using coding schemes with mutually exclusive categories.

    Results: The size of the meaning units selected resulted in different numbers and contents of meaningful concepts. Coding schemes with critical attributes of ICF-CY codes facilitated the linking of meaningful concepts to the most appropriate ICF-CY codes. Coding schemes with mutually exclusive categories facilitated the classification of meaningful concepts that could or could not be linked to the ICF-CY.

    Conclusion: Content analysis techniques can be applied togetherwith linking rules in order to link texts on assessmentand intervention to the ICF-CY.

  • 310.
    Klang, Nina
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Rowland, Charity
    Institute on Development and Disability, Oregon Health and Science University, Portland, OR, USA.
    Fried-Oken, Melanie
    Institute on Development and Disability, Oregon Health and Science University, Portland, OR, USA.
    Steiner, Sandra
    Institute on Development and Disability, Oregon Health and Science University, Portland, OR, USA.
    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.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The content of goals in individual educational programs for students with complex communication needs2016Ingår i: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 32, nr 1, s. 41-48Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of the study was to explore the contents of communication-related goals in individualized education programs (IEPs) for students with complex communication needs. Goals in 43 IEPs were linked to the International Classification of Functioning, Disability and Health, Children and Youth version (ICFCY).

    The results show that the communication-related IEP goals contain information on multiple domains of functioning in the ICF-CY. However, judging by the amount of codes linked to ICF-CY chapters, the IEPs contain a relatively small proportion of goals that focus on interaction with others, or participation in classroom and leisure activities. Special education teachers and speech-language pathologists working with students with complex communication needs may need support to formulate communicationrelated IEP goals with a focus on interaction and participation in school activities.

  • 311.
    Koutsogeorgou, Eleni
    et al.
    Neurological Institute Carlo Besta IRCCS Foundation, Milan, Italy.
    Maxwell, Gregor
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Aluas, Maria
    Centre for Bioethics, Babes-Bolyai University, Cluj-Napoca, Romania.
    Moretti, Marta
    Zurich University of Teacher Education, Switzerland.
    Quintas, Rui
    Neurological Institute Carlo Besta IRCCS Foundation, Milan, Italy.
    Evaluating social capital indicators and national inclusive education policies in six European countries2012Ingår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper investigates how measures of social capital correspond with inclusive education policies by linking both to the ICF-CY. The method employs cross-country comparative analyses of six European countries – Germany, Greece, Romania, Spain, Sweden, and the United Kingdom – based on social capital indicators from the European Social Survey (Round 4-2008), along with comparison on the level of inclusive education policies within these countries by analyzing policies from a participation perspective. The results indicate that the ICF-CY is a useful tool for measuring both social capital and inclusive education policies, and although no connections could be drawn between social capital and inclusive education policy, the ICF-CY provided a consistent and common language for describing health and its related topics.

  • 312.
    Krenn, Elisabeth
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    School-based interventions supporting refugees and asylum seeking children in mainstream schools: A systematic literature review2017Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 313. Kuisma, Marja
    et al.
    Sandberg, Anette
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Preschool teachers' and student preschool teachers' thoughts about professionalism in Sweden 2008Ingår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 16, nr 2, s. 186-195Artikel i tidskrift (Refereegranskat)
  • 314.
    Kuzminski, Rebecca
    et al.
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Netto, Julie
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Wilson, Joel
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket Brisbane, QLD, Australia.
    Chamberlain, Angela
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Linking knowledge and attitudes: Determining neurotypical knowledge about and attitudes towards autism2019Ingår i: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 14, nr 7, artikel-id e0220197Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    "Why are neurotypicals so pig-ignorant about autism?" an autistic person wrote on the Curtin Autism Research Group's on-line portal as a response to a call for research questions. Coproduced with an autistic researcher, knowledge about and attitudes towards autism were analysed from 1,054 completed surveys, representing the Australian neurotypical adult population. The majority, 81.5% of participants had a high level of knowledge and 81.3% of participants had a strong positive attitude towards autism. Neither age, nor education level had an impact on attitudes. However, attitudes were influenced by knowledge about 'Societal Views and Ideas'; 'What it Could be Like to Have Autism'; and the demographic variables 'Knowing and having spent time around someone with autism'; and gender (women having more positive attitudes than men). Thus, targeted interventions, geared more towards men than women, to increase knowledge about autism could further improve attitudes and increase acceptance of the autistic community.

  • 315.
    Kyarkanaye, Thilendree
    et al.
    Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa.
    Dada, Shakila
    Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa.
    Samuels, Alecia E.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa.
    Collaboration in early childhood intervention services in Gauteng: caregiver perspectives2017Ingår i: Infants and young children, ISSN 0896-3746, E-ISSN 1550-5081, Vol. 30, nr 3, s. 238-254Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A central tenant of early childhood intervention (ECI) is collaboration between professionals and the caregivers of children receiving these services. There are limited studies on caregiver perceptions of collaboration in ECI teams particularly in resource-limited countries. Sixty-four caregivers participated in this study by completing a questionnaire on their perceptions of collaboration in ECI services in South Africa. The questionnaire survey was administered in a group setting by a trained research assistant who was proficient in the Setswana language. The results revealed that caregivers have a good understanding of collaboration in ECI services. However, collaboration, in relation to family-centered practices, appeared to be undervalued by caregivers. These results are discussed and the limitations of the study as well as future recommendations are outlined.

  • 316.
    Kyriakidou, Despina
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Play integrated in physiotherapyy for children with chronic health conditions: A systematic literature review2016Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Background: Play is the child’s natural world. According to psychoanalytical studies, play has an important role in children’s development, and the absence of play during a child’s life could lead to severe pathological implications. Based on this theory and being aware that physiotherapy treatment programs could be long lasting, tiresome and lacking motivation for children, this literature review presents a perspective regarding the integration of play within physiotherapy programs and examines the physical and emotional outcomes during this integration. Aim: To investigate the outcomes of integrating play in physiotherapy for children with chronic health conditions. Method: The research strategy for this review was a thorough search of peer-reviewed articles in the databases CINAHL and AMED which include articles from the fields of allied and complementary medicine, as well as the database Scope Med. Participants were children with chronic health conditions, ranging from 2-18 years old. In the term ‘play’ virtual reality and video game activities were included due to the lack of research. In addition, articles from a previous literature review conducted by the author were also included in the present paper. Results: The focus of researchers on children with CP and the lack of evidence for children with other health conditions, the persistence of physiotherapists to assess mainly physical outcomes and not emotional needs of children, and the measurement tools used for this purpose are presented. Conclusions: For children with chronic health conditions who attend physiotherapy sessions, play could serve as a mediate and an appropriate developmental approach in order to achieve physical and emotional changes. There is a need for physiotherapists to balance physical and emotional needs, and have a more ‘human’ relationship, rather than a ‘bodily’ - strict professional relationship with children. Although the information presented in this review is not considered as sufficient to draw conclusions, it could serve as a first step for researchers to study this integration in greater depth, and to focus on children with conditions other than CP.

  • 317.
    Kyriazopoulou, Mary
    et al.
    European Agency for Special Needs and Inclusive Education.
    Bartolo, PaulEuropean Agency for Special Needs and Inclusive Education.Björck-Åkesson, EvaHögskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.Giné, ClimentUniversitat Ramon Llull, Barcelona, Spain.Bellour, Flora
    Inclusive Early Childhood Education Environment: New Insights and Tools - Contributions from a European Study2017Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 318.
    Landin, Sebastian
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Valvassori, Alexander
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Inflytande och delaktighet i fritidshemmet: En kvalitativ studie om elevers uppfattningar av inflytande och delaktighet i fritidshemmet2018Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    I dagens skolor ska demokratiska medborgare formas, men vad uppfattar eleverna själva att de får vara med och bestämma samt hur delaktiga är de i beslutsfattande processer? Vad innebär inflytande och delaktighet för eleverna?

    Syftet med studien är att undersöka hur elever uppfattar att de har inflytande och delaktighet i fritidshemmet. Utifrån ovanstående syfte har vi formulerat följande frågeställningar:

    • Vad är elevers uppfattningar av inflytande och delaktighet?
    • Hur uppfattar eleverna sitt eget inflytande i fritidshemmets verksamhet?
    • Hur uppfattar eleverna sin egen delaktighet i fritidshemmets verksamhet?

    Studien utgår ifrån en kvalitativ forskningsmetod med en fenomenografisk ansats. Sex stycken elever deltog i intervjuerna. Studien utgår från barns perspektiv där elevers uppfattningar skulle synliggöras, tolkas och analyseras. Shiers (2001) modell som synliggör elevers inflytande och delaktighet användes som ett raster genom hela studien, med avsikt att synliggöra dess nivåer från inflytande till delaktighet i verksamheten. Analysen gav en övergripande bild av elevers uppfattningar utifrån de olika nivåerna. Resultatet visade att eleverna använde sig av en förslagslåda i fritidshemmet för att få sin röst hörd och såg förslagslådan som den största vägen till inflytande. Eleverna ville bli mer delaktiga i beslutsfattande processer som att få vara med och bestämma vad som ska köpas in till fritidshemmet samt när eleverna ska få vara inomhus och utomhus.

  • 319.
    Larsson, Anna
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Parent-Child Relations as Protective and Promotive Factors for Ethnic Minority Children Living in Relative Poverty: A systematic literature review2019Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Ethnic minority children living in relative poverty are a high-risk group for poor outcomes in all aspects of wellbeing. The relationship and interactions between child and parent are a key part of child development and a platform for providing positive experiences which can benefit a child’s wellbeing. There is therefore a need to identify what facilitates wellbeing for ethnic minority children in low-socioeconomic status families. By focusing on protective and promotive factors encompassing the parent-child relationship, factors can be identified which can use family strengths as a basis for interventions and practice within healthcare, social work and education, which is what this systematic literature review set out to do. Through a diligent search of the literature, 12 articles were identified for review according to the inclusion and exclusion criteria, containing research on African American, Roma, Native American and Hispanic/Latino youth. The results inform how child wellbeing can be facilitated through several parental factors, including parental involvement and support, maternal attachment, paternal warmth and ethnic identity and ethnic socialization. The findings also indicate a need for further studies on paternal influence on wellbeing in especially Native American and Roma youth, as well as the impact of ethnic socialization on youth wellbeing. Parents have an important role to play in child wellbeing and are vital partners alongside the child when planning interventions. Considerations naturally need to be shown for each ethnic minority, the child’s setting and its individual characteristics. 

  • 320. Larsson, J-O
    et al.
    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.
    Lichenstein, P
    Malmberg, K
    Edbom, T
    Attention Deficit Hyperactive Disorder and sense of coherence in teenagers: a prospective study2007Ingår i: ESCAP, August, Italy, Florence, 2007Konferensbidrag (Övrigt vetenskapligt)
  • 321.
    Lazzarino, Lucio
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    LANGUAGE RELATED OUTCOMES OF BILINGUAL EDUCATION IN PRESCHOOL AND PRIMARY SCHOOL: A SYSTEMATIC REVIEW FROM 2000 TO 20162017Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Good language skills are essential to academic success. Immigrant and refugee children who enter school without previous knowledge of the societal language are more prone to failure and need of special support. The aim of this study is to describe bilingual educational program used in preschool and primary school and to examine their outcomes related to language development, both for the home language (L1) as well as the school language (L2). 17 studies were identified through a systematic literature review. Results showed a predominance of the transitional bilingual education (TBE) and two-way immersion (TWI) models in bilingual education. Language related outcomes confirmed the finding from previous literature that bilingual education doesn't inhibit L2 acquisition. Also, confirming previous literature, advantages of bilingual programs over monolingual ones are proven hard to confirm. However, several methodological issues addressed by the previous meta-analysis seem to generally persist in the most recent literature. The results of this study reiterate the need for more high- quality study in the field. Moreover, future research should also include experimentation with different languages. Finally, this argues the interest to further study and implement bilingual education programs to better accommodate the need of children with a migration background. 

  • 322. Lenardi, Mathilde
    et al.
    Chatterji, Somnath
    Ayuso-Mateos, Jose Luis
    Hollenweger, Judith
    Ustun, Bedirhan
    Kostanjek, Nenad Friedrich Ivan
    Newton, Alistair
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Francescutti, Carlo
    Alonso, Jordi
    Matucci, Marina
    Samoilescu, Adriana
    Good, Anne
    Cieza, Alarcos
    Svestkova, Olga
    Bullinger, Monica
    Marincek, Crt
    Burger, Helena
    Raggi, Alberto
    Bickenbach, Jerome Edmond
    From functioning and disability measurement to policy development: The experience of the EU-MHADIE Project (Measuring Health and Disability inEurope: supporting policy development)2010Ingår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, ISSN ISSN 0963-8288, Vol. 32, nr S1, s. 139-147Artikel i tidskrift (Refereegranskat)
  • 323.
    Leonardi, Matilde
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Neurology, Public Health and Disability Unit, Neurological Institute C. Besta IRRCS Foundation, Milan, Italy.
    Chatterji, Somnath
    Department of Health Statistics and Informatics, World Health Organization, Geneva, Switzerland.
    Ayuso-Mateos, José Luís
    Hospital Universitario de la Princesa, Universidad Autonoma de Madrid, Madrid, Spain.
    Hollenweger, Judith
    National Disability Authority, Dublin, Ireland.
    Üstün, Bedirhan
    Department of Health Statistics and Informatics, World Health Organization, Geneva, Switzerland.
    Kostanjsek, Nenad Friedrich Ivan
    Department of Health Statistics and Informatics, World Health Organization, Geneva, Switzerland.
    Newton, Alistair
    European Federation of Neurological Association, Brussels, Belgium.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Francescutti, Carlo
    Italian WHO Collaborating Centre for the Family of International Classifications, Friuli Venezia Giulia Region, Udine, Italy.
    Alonso, Jordi
    Health Services Research Unit, IMIM-Hospital del Mar, Barcelona, Spain.
    Matucci, Marina
    Regione Lombardia, Direzione Generale Famiglia e Solidarietà Sociale.
    Samoilescu, Adriana
    National Authority for the Persons with Handicap, Bucharest, Romania.
    Good, Anne
    National Disability Authority, Dublin, Ireland.
    Cieza, Alarcos
    Institute for Health and Rehabilitation Sciences, Ludwig-Maximilians-University, Munich, Germany.
    Svestkova, Olga
    Department of Rehabilitation Medicine, Charles University, Prague, Czech Republic.
    Bullinger, Monika
    Department for Medical Psychology, University Clinic of Hamburg-Eppendorf , Hamburg, Germany.
    Marincek, Crt
    Institute for Rehabilitation, Republic of Slovenia, Ljubljana, Slovenia.
    Burger, Helena
    Institute for Rehabilitation, Republic of Slovenia, Ljubljana, Slovenia.
    Raggi, Alberto
    Neurology, Public Health and Disability Unit, Neurological Institute C. Besta IRRCS Foundation, Milan, Italy.
    Bickenbach, Jerome Edmond
    Swiss Paraplegic Research (SPF), ICF Research Branch of the World Health Organization' Family of International Classifications Collaborating Center in Germany.
    Integrating research into policy planning: MHADIE policy recommendations2010Ingår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 32, nr S1, s. 139-147Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    MHADIE project (Measuring Health and Disability in Europe: Supporting policy development) aimed at developing realistic, evidence-based and effective national policies for persons with disabilities. A preliminary step towards this goal was the demonstration on the feasibility of employing the ICF in clinical, educational and statistical fields, which corresponds to the recognised need to enhance the European Union's capacity of analysis of disability, as highlighted in its Disability Action Plan 2006–2007. The ultimate outcome of the project is the production of 13 policy recommendations, dealing with statistics clinical and educational areas, and four general policy recommendations focusing on: (a) the need of coordinating and integrating disability conceptualisation at all policy levels and across sectors; (b) the need of conducing longitudinal cohort studies which include children aged 0–6; (c) the need of reviewing transportation policies in light of the requirements of persons with disabilities; (d) the need of reviewing all disability policies to emphasise and support the role of the family, which is a consistent and substantial environmental facilitator in the lives of persons with disabilities.

  • 324.
    Leung, Denise
    et al.
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute, Curtin University, Perth, WA, Australia.
    Ordqvist, Anna
    Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain and Rehabilitation Centre, UHL, County Council, Linköping, Sweden.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute, Curtin University, Perth, WA, Australia.
    Parsons, Rickard
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute, Curtin University, Perth, WA, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Facial emotion recognition and visual search strategies of children with high functioning autism and Asperger syndrome2013Ingår i: Research in Autism Spectrum Disorders, ISSN 1750-9467, E-ISSN 1878-0237, Vol. 7, nr 7, s. 833-844Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Adults with high functioning autism (HFA) and Asperger syndrome (AS) are often less able to identify facially expressed emotions than their matched controls. However, results regarding emotion recognition abilities in children with HFA/AS remain equivocal. Emotion recognition ability and visual search strategies of 26 children with HFA/AS and matched controls were compared. An eye tracker measured the number of fixations and fixation durations as participants were shown 12 pairs of slides, displaying photos of faces expressing anger, happiness or surprise. The first slide of each pair showed a face broken up into puzzle pieces. The eyes in half of the puzzle piece slides were bisected, while those in the remaining half were whole. Participants then identified which of three alternative faces was expressing the same emotion shown in the preceding puzzle piece slide. No differences between the participant groups were found for either emotion recognition ability or number of fixations. Both groups fixated more often on the eyes and performed better when the eyes were whole, suggesting that both children with HFA/AS and controls consider the eyes to be the most important source of information during emotion recognition. Fixation durations were longer in the group with HFA/AS, which indicates that while children with HFA/AS may be able to accurately recognise emotions, they find the task more demanding.

  • 325.
    Liao, Hua-Fang
    et al.
    National Taiwan University, Taiwan.
    Hwang, Ai-Wen
    Chang Gung University, Taiwan.
    Kang, Lin-Ju
    Chang Gung University, Taiwan.
    Liao, Ya-Tzu
    Chang Gung University, Taiwan.
    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. Högskolan i Jönköping, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Simeonsson, Rune J.
    University of North Carolina at Chapel Hill, USA.
    Development of the FUNDES-Child and its implications for the education of Taiwanese children2018Ingår 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. 85-110Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Children and youth with special needs from age two to 18 years in Taiwan receive evaluation and services from both the Ministry of Health and Welfare and the Ministry of Education based on the People with Disabilities Rights Protection Act (Ministry of Health and Welfare, 2007) and the Special Education Act (Ministry of Education, 2014). On the basis of the earlier two acts, those children could apply for Disability Identification to receive related services, which are provided by the local social welfare department, and could also apply for special education services provided by the local educational department if they are going to attend preschool or higher-level school (both public and private). Special education placements range widely, from inclusion in regular classes in school to segregated setting in special education schools.

  • 326.
    Liao, Ya-Tzu
    et al.
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Taiwan.
    Hwang, Ai-Wen
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Taiwan.
    Liao, Hua-Fang
    The School and Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University, Taiwan.
    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. Högskolan i Jönköping, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Kang, Lin-Ju
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Taiwan.
    Understanding the participation in home, school, and community activities reported by children with disabilities and their parents: A pilot study2019Ingår i: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 16, nr 12, artikel-id 2217Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Participation has significant impact on children’s health and well-being. Knowledge is limited on how children with disabilities perceive their participation and whether their perceptions differ from their parents. This pilot study aimed to explore whether self-reported frequency of participation and prioritized activities differ between children with disabilities and their parents. Thirty children with disabilities eligible for special education in elementary school and their parents were included. Each of them were interviewed with the Chinese version of Picture My Participation (PMP), separately, to identify the child’s participation frequency in 21 activities at home, school, and community, desire-to-change activities, and the level of involvement in these activities. The results indicated that children’s ratings of participation frequency were significantly lower than parents’ ratings in home activities but not in school and community activities, as analyzed by the Wilcoxon Signed Ranked test. Nineteen (63%) child–parent pairs had selected entirely different items as their desire-to-change activities. Children selected the activities that they were somewhat to very involved in; while parents selected the activities they thought their children were less involved in. Our findings suggest that children with disabilities had unique views on life and this should be supported in their health care and individualized education plans.

  • 327.
    Lidström, Helene
    et al.
    Karolinska Institutet, Stockholm, Sweden.
    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.
    Hemmingsson, Helena
    Linköping University.
    Use of ICT in school: a comparison between students with and without physical disabilities2012Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 27, nr 1, s. 21-37Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to determine the information and communication technologies use in school activities of two groups of students with physical disabilities, comprised of those who did and those who did not use a computer-based assistive technology device (ATD) and to make a comparison with students from the general population. In addition, positive factors associated with in-school computer use are identified for students with physical disabilities. The method adopted was a cross-sectional survey about computer-based activities in school among students with physical disabilities (n = 287); including those who used (n = 127) and those who did not use (n  = 160) a computer-based ATD in school (mean age 13 years 6 months). Group comparisons were made with students from the general population (n  = 940). The results showed that the most frequent computer users were students with physical disabilities, who used a computer-based ATD daily. However, when considered as a group, students with physical disabilities used the computer for less varied educational activities than the reference group. Four factors had a positive association to ‘participation in computer activities in school’ for students with physical disabilities: attending a mainstream school, the students’ age (notably, being 16–18 years old), using a computer often in school, and the teachers using a computer frequently in teaching. The present study concludes that, regardless of whether they use a computer-based ATD or not, students with a physical disability have restricted participation in some computer-based educational activities in comparison to students from the general population. An individual plan could be beneficial for each student to: focus on the aim of the computer use; examine the students’ needs in terms of computer-based ATDs and their inclusion in education; and ensure that the students’ digital skills are fully utilised.

  • 328.
    Lillvist, Anne
    et al.
    Mälardalens högskola, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Preschool children in need of special support: prevalence of traditional disability categories and functional difficulties2010Ingår i: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 99, nr 1, s. 131-134Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aim: To investigate the prevalence of children who are in need of special support in the total population of children attending preschools (CA 1–6) in two Swedish counties, and the functional problems exhibited by the children in relation to demographical and environmental factors in the preschool context.

    Method: Survey distributed to (N = 1138) preschools in two Swedish counties.

    Results:The majority of children perceived by preschool teachers and in need of special support were undiagnosed children with functional difficulties related to speech, language and interaction with peers.

    Conclusion: Undiagnosed and diagnosed children share the same type of difficulties. Thus, in estimating the prevalence of children in need of special support in a preschool context, traditional disability categories capture only a small proportion of the children experiencing difficulties. Therefore, a functional approach in studies of children in need of special support is recommended.

  • 329.
    Lillvist, Anne
    et al.
    School of Sustainable Development of Society and Technology, Mälardalen University, Västerås, Sweden.
    Sandberg, Anette
    School of Sustainable Development of Society and Technology, Mälardalen University, Västerås, Sweden.
    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.
    The construct of social competence: how preschool teachers define social competence in young children2009Ingår i: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 41, nr 1, s. 51-68Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Preschool teachers share their environment with young children on a daily basis and interventions promoting social competence are generally carried out in the preschool setting. The aim was to find out if and how preschool teachers' definitions of social competence are related to factors in the preschool environment like: a) the number of children having problems related to social competence; b) the support provided to the children; and c) the preschool environment and current research definitions. Method: 481 preschools from 22 municipalities in Sweden participated. Data was analyzed using a mixed methods design in which a qualitative content analysis was followed by group comparisons using quantitative methods. Results: Preschool teachers defined social competence mainly as intrapersonal skills, or as interpersonal relations. The definitions of social competence were not related to the numbers of children having problems related to social skills or social competence in units, the amount of the support provided to the children or the preschool environment. Conclusion: Preschool teachers' definitions of social competence are partly multidimensional, which implies that the interventions aimed at promoting children's social skills and social competence also should be multidimensional. Preschool teachers' definitions of social competence have little relevance to environmental factors, which indicate that social competence, as a construct is more dependent upon perceptions of the individual than on contextual factors.

  • 330.
    Lindqvist, Gunilla
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Ämnesforskning. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Övrig skolnära forskning.
    Nilholm, Claes
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Övrig skolnära forskning.
    Making schools inclusive? Educational leaders' views on how to work with children in need of special support2013Ingår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 17, nr 1, s. 95-110Artikel i tidskrift (Refereegranskat)
    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.

  • 331.
    Lojk, Manca
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Promoting peer interactions of preschool children with behavior problems: A Systematic Literature Review2017Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Behavior problems are quite common in preschool.  Without effective intervention, children with behavior problems are at risk for rejection by teachers, peers and academic failure. But many children in preschool are not diagnosed and are not getting the support they need. At the age of two, children can show both prosocial and aggressive behavior with peers. Researchers stress the importance of positive peer relationships in childhood, because early childhood is the time children learn how to interact with each other. Through peer interactions children develop social, cognitive and language skills. The aim of this systematic literature review is to identify, and critically analyze, special support in preschool which promote peer interaction of children with behavior problems (age of 2-5 years). Five studies, with different interventions have been found through the search procedure. The results show that all the implemented interventions had positive effect on peer interactions and did reduce behavior problems in the classrooms. The results show that the studies focused on different behavior problems, but aggression was found in all the articles.  The studies were focused on different participants in order to influence behavior problems and peer interactions. Four major groups of special support orientations were found: Teacher oriented support, Team-based oriented support, Peer oriented support and Support oriented toward target children. This review presents a good overview on available special support in preschool settings, however more research still needs to be done.

  • 332.
    Lygnegård, Frida
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Almqvist, Lena
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Mälardalen 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.
    Huus, Karina
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Participation profiles in domestic life and peer relations as experienced by adolescents with and without impairments and long-term health conditions2019Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 22, nr 1, s. 27-38Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    PURPOSE: To investigate how individual and environmental factors relate to self-reported participation profiles in adolescents with and without impairments or long-term health conditions.

    METHODS: A person-oriented approach (hierarchical cluster analysis) was used to identify cluster groups of individuals sharing participation patterns in the outcome variables frequency perceived importance in domestic life and peer relations. Cluster groups were compared using one-way analysis of variance (ANOVA).

    RESULTS: A nine-cluster solution was chosen. All clusters included adolescents with impairment and long-term health conditions. Perceived importance of peer relations was more important than frequent attendance in domestic-life activities. Frequency of participation in dialogues and family interaction patterns seemed to affect the participation profiles more than factors related to body functions.

    CONCLUSION: Type of impairment or long-term health condition is a weaker determinant of membership in clusters depicting frequency and perceived importance in domestic life or peer relations than dialogue and family environment.

  • 333.
    Lygnegård, Frida
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Augustine, Lilly
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Department of Psychology, Faculty of Education, Kristianstad University, Kristianstad, Sweden.
    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. Department of Special Education, Oslo University, Oslo, Norway.
    Kåreholt, Ingemar
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Institutet för gerontologi. Högskolan i Jönköping, Hälsohögskolan, HHJ. ARN-J (Aging Research Network - Jönköping).
    Huus, Karina
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Factors Associated With Participation and Change Over Time in Domestic Life, Peer Relations, and School for Adolescents With and Without Self-Reported Neurodevelopmental Disorders. A Follow-Up Prospective Study2018Ingår i: Frontiers in Education, ISSN 2504-284X, Vol. 3, s. 1-13, artikel-id 28Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Even though participation in everyday events is a vital part in the fulfilment of human rights, adolescents with neurodevelopmental disorders often face participation restrictions in every-day activities. Few studies have investigated the predictors for participation in different contexts, over time and in relation to the same outcome variables. The objective of the current study was therefore to investigate predictors of change in participation operationalized as frequency of attendance and perceived importance in domestic life activities, peer related activities, and school activities as experienced by adolescents with and without self-reported neurodevelopmental disorders. Method: Associations with participation, both in terms of frequency and perceived importance, in domestic life, peer relations, and the school setting were investigated using six independent variables measuring experience of time and self, sex, age, stress, support from siblings, and atmosphere in family at two-time (with approximately 2 years in between). The sample consisted of adolescents with and without self-reported neurodevelopmental disorders (n= 916). Adolescents with self-reported neurodevelopmental disorders were n=154 and adolescents without self-reported neurodevelopmental disorders was n= 762. Data was collected via self-reported questionnaires administered in schools. Results: Three key findings are presented. 1) more factors were associated with participation outcomes at time1 for adolescents without NDD than for adolescents with NDD, but this difference in the number of factors decreases with time; 2) few associations were related to time for both adolescents with and without NDD; and 3) patterns of predicting variables were different for adolescents with and without NDD. Conclusion: The findings indicate that the factors related to participation in and outside school differs between groups, when the impairment or disability is not considered as a predictor for participation. This study supports the need for using a multidimensional developmental and contextual perspective in addressing enhanced participation for adolescents with neurodevelopmental disorders.

  • 334.
    Lygnegård, Frida
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Donohue, Dana
    Centre for Augumentative and Alternative Communication, University of Pretoria, South Africa.
    Bornman, Juan
    Centre for Augumentative and Alternative Communication, University of Pretoria, South Africa.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Huus, Karina
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    A Systematic review of Generic and Special Needs of Children with Disabilities Living in Poverty Settings in Low- and Middle-Income Countries2013Ingår i: Journal of Policy Practice, Vol. 12, nr 4, s. 296-315Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Children with disabilities living in poverty settings in low and middle-income countries are particularly in need of special support designed to meet the needs occurring in an environment where poverty is prevalent and resources are scarce. This paper presents a systematic review of the needs of children with disabilities living in poverty settings in low and middle-income countries using Maslow’s Hierarchy of Needs as a theoretical framework.  The findings demonstrate that needs at the first level of Maslow’s Hierarchy of Needs are more frequently researched in low and middle-income countries.  Higher order needs should be further explored and children’s own voices should be taken into consideration when performing research, designing policies and services aiming at increased service user empowerment.

  • 335.
    Lygnegård, Frida
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    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.
    Kapetanovic, S.
    Augustine, Lilly
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Huus, Karina
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Short-term longitudinal participation trajectories related to domestic life and peer relations for adolescents with and without self-reported neurodevelopmental impairmentsManuskript (preprint) (Övrigt vetenskapligt)
  • 336.
    Madsen, Jennifer
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Rosengren, Anna
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Barns möjligheter i ateljén: -En fallstudie om förskolebarns möjligheter till kreativt skapande i ateljémiljön2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med studien är att skapa kunskap om barns möjligheter till estetiska uttrycksformer i ateljémiljöer. För att kunna besvara detta har vi använt oss av en kvalitativ forskningsmetod. Vi har därför genomfört en fallstudie på en förskola som är Reggio Emilia-inspirerad, där vi har intervjuat två förskollärare samt två förskolebarn i femårsåldern. Vi har även observerat förskolans verksamma ateljémiljö. Vårt insamlade material presenterar vi sedan med hjälp av en tematisk analysmetod.

     

    Våra forskningsfrågor som väglett oss genom studiens gång är:

    -         På vilket sätt utgör atlején i förskolan en plats där barn får möjlighet att behärska alla typer av tekniker som målning, teckning och arbete med lera?

    -         På vilket sätt utgör ateljén i förskolan en plats där förskollärare samt barnen i verksamheten blir inspirerade till att utforska tankar och idéer som uppstår i verksamheten?

     

    I denna fallstudie har vi utgått från Nordin Hultman (2004) som är legitimerad barnpsykolog och filosofie doktor samt Vecchi (2010) som är en välrenommerad ateljerista inom Reggio Emiliafilosofin. Det finns även vissa inslag av det sociokulturella perspektivet.

     

    Ett av resultaten i studien var att ateljéns placering på förskolan påverkade användandet av den. Av informanterna kom det fram att verksamheten påverkades av att ateljén inte ligger visuellt synlig och därför inte används i den grad man hade önskat. Det andra resultatet var att miljön i ateljén bör vara uppbyggd på ett tillåtande sätt. I den vetenskapliga forskningen framförs det att det är viktigt att materialet är placerat så att barnen själva kan ta av det samt att materialet synliggörs. Av informanterna framkom det att barnens möjligheter till estetiska uttrycksformer påverkas av materialets placering samt hur förskollärarnas inställning är till en tillåtande atmosfär.

  • 337.
    Mahdi, Soheil
    et al.
    Center of Neurodevelopmental Disorders at Karolinska Institutet (KIND), Division of Neuropsychiatry, Department of Women’s and Children’s Health, Karolinska Institutet, Stockholm, Sweden.
    Albertowski, Katja
    Experimental Developmental Psychopathology, Department of Child and Adolescent Psychiatry, Faculty of Medicine of the TU Dresden, Dresden, Germany.
    Almodayfer, Omar
    Mental Health Department, KAMC-R, MNGHA, Riyadh, Saudi Arabia.
    Arsenopoulou, Vaia
    Theotokos Foundation, Athens, Greece.
    Carucci, Sara
    Child & Adolescent Neuropsychiatric Unit, Department of Biomedical Science, University of Cagliari.
    Dias, José Carlos
    Childhood and Adolescence Psychiatry Department, Oporto Hospital Centre, Porto, Portugal.
    Khalil, Mohammad
    Human Development Center, Riyadh, Saudi Arabia.
    Knüppel, Ane
    Aalborg University Hospital Psychiatry, Aalborg, Denmark.
    Langmann, Anika
    Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Marburg, Germany.
    Lauritsen, Marlene Briciet
    Aalborg University Hospital, Clinical Institute, Aalborg, Denmark.
    da Cunha, Graccielle Rodrigues
    TEAMM Clinic, Department of Psychiatry, Federal University of São Paulo (UNIFESP), São Paulo, Brazil.
    Uchiyama, Tokio
    Japan Centre for Applied Autism Research, Department of Clinical Psychology, Taisho University, Tokyo, Japan.
    Wolff, Nicole
    Experimental Developmental Psychopathology, Department of Child and Adolescent Psychiatry, Faculty of Medicine of the TU Dresden, Dresden, Germany.
    Selb, Melissa
    ICF Research Branch, A Cooperation Partner Within the WHO Collaborating Centre for the Family of International Classifications in Germany (at DIMDI), Nottwil, Switzerland.
    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.
    de Vries, Petrus J.
    Division of Child & Adolescent Psychiatry, University of Cape Town, Cape Town, South Africa.
    Zwaigenbaum, Lonnie
    Department of Pediatrics, University of Alberta, Edmonton, Canada.
    Bölte, Sven
    Center of Neurodevelopmental Disorders at Karolinska Institutet (KIND), Division of Neuropsychiatry, Department of Women’s and Children’s Health, Karolinska Institutet, Stockholm, Sweden.
    An International Clinical Study of Ability and Disability in Autism Spectrum Disorder Using the WHO-ICF Framework2018Ingår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 48, nr 6, s. 2148-2163Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This is the fourth international preparatory study designed to develop International Classification of Functioning, Disability and Health (ICF, and Children and Youth version, ICF-CY) Core Sets for Autism Spectrum Disorder (ASD). Examine functioning of individuals diagnosed with ASD as documented by the ICF-CY in a variety of clinical settings. A cross-sectional study was conducted, involving 11 units from 10 countries. Clinical investigators assessed functioning of 122 individuals with ASD using the ICF-CY checklist. In total, 139 ICF-CY categories were identified: 64 activities and participation, 40 body functions and 35 environmental factors. The study results reinforce the heterogeneity of ASD, as evidenced by the many functional and contextual domains impacting on ASD from a clinical perspective.

  • 338.
    Mahdi, Soheil
    et al.
    Division of Neuropsychiatry, Department of Women’s and Children’s Health, Center of Neurodevelopmental Disorders (KIND), CAP Research Center, Karolinska Institutet, Stockholm, Sweden.
    Ronzano, Nadia
    Child and Adolescent Neuropsychiatric Unit, Department of Biomedical Science, University of Cagliari, Italy.
    Knüppel, Ane
    Research Unit for Child and Adolescent Psychiatry, Aalborg University Hospital, Aalborg, Denmark.
    Dias, José Carlos
    Childhood and Adolescence Psychiatry Department, Oporto Hospital Centre, Porto, Portugal.
    Albdah, Ayman
    Child Psychiatry Division, King Abdullah Specialist Children Hospital, Riyadh, Saudi Arabia.
    Chien-Ho, Lin
    Department of Psychiatry, Chimei Medical Center, Tainan, Taiwan.
    Almodayfer, Omar
    Mental Health Department, KAMC-R, MNGHA, Riyadh, Saudi Arabia.
    Bluschke, Annet
    Cognitive Neurophysiology, Department of Child and Adolescent Psychiatry, Faculty of Medicine, Technical University, Dresden, Germany.
    Karande, Sunil
    Learning Disability Clinic, Department of Paediatrics, Seth GS Medical College and KEM Hospital, Parel, India.
    Huang, Huei-Lin
    Institute of Behavioral Medicine, Institute of Clinical Medicine, Department of Psychiatry, National Chen Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan.
    Christiansen, Hanna
    Department of Clinical Child and Adolescent Psychology, Philipps University Marburg, Marburg, Germany.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete.
    de Vries, Petrus J.
    Division of Child and Adolescent Psychiatry, University of Cape Town, Cape Town, South Africa.
    Coghill, David
    Departments of Paediatrics and Psychiatry, University of Melbourne, Melbourne, Australia.
    Tannock, Rosemary
    Research Institute of the Hospital for Sick Children, University of Toronto, Toronto, Canada.
    Rohde, Luis
    ADHD Outpatient Program, Hospital de Clínicas de Porto Alegre, Federal University of Rio Grande do Sul, Porto Alegre, Brazil.
    Bölte, Sven
    Division of Neuropsychiatry, Department of Women’s and Children’s Health, Center of Neurodevelopmental Disorders (KIND), CAP Research Center, Karolinska Institutet, Stockholm, Sweden.
    An international clinical study of ability and disability in ADHD using the WHO-ICF framework2018Ingår i: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165X, Vol. 27, nr 10, s. 1305-1319Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This is the fourth and final study designed to develop International Classification of Functioning, Disability and Health (ICF, and children and youth version, ICF-CY) core sets for attention-deficit hyperactivity disorder (ADHD). To investigate aspects of functioning and environment of individuals with ADHD as documented by the ICF-CY in clinical practice settings. An international cross-sectional multi-centre study was applied, involving nine units from eight countries: Denmark, Germany, India, Italy, Portugal, Saudi Arabia, Sweden and Taiwan. Clinicians and clinical researchers rated the functioning level of 112 children, adolescents and adults with ADHD using the extended ICF-CY checklist version 2.1a. The ratings were based on a variety of information sources, such as medical records, medical history, clinical observations, clinical questionnaires, psychometric tests and structured interviews with participants and family members. In total, 113 ICF-CY categories were identified, of which 50 were related to the activities and participation, 33 to environmental factors and 30 to body functions. The clinical study also yielded strengths related to ADHD, which included temperament and personality functions and recreation and leisure. The study findings endorse the complex nature of ADHD, as evidenced by the many functional and contextual domains impacted in ADHD. ICF-CY based tools can serve as foundation for capturing various functional profiles and environmental facilitators and barriers. The international nature of the ICF-CY makes it possible to develop user-friendly tools that can be applied globally and in multiple settings, ranging from clinical services and policy-making to education and research. 

  • 339.
    Mahdi, Soheil
    et al.
    Center of Neurodevelopmental Disorders (KIND), Division of Neuropsychiatry, Department of Women's and Children's Health, Karolinska Institutet, Stockholm, Sweden.
    Viljoen, Marisa
    Division of Child & Adolescent Psychiatry, University of Cape Town, Cape Town, South Africa.
    Yee, Tamara
    Department of Pediatrics, University of Alberta, Edmonton, Canada.
    Selb, Melissa
    ICF Research Branch, a cooperation partner within the WHO Collaborating Centre for the Family of International Classifications in Germany (at DIMDI), Nottwil, Switzerland.
    Singhal, Nidhi
    Action for Autism, The National Centre for Autism, New Delhi, India.
    Almodayfer, Omar
    Mental Health Department, KAMC-R, MNGHA, Riyadh, Saudi Arabia.
    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.
    de Vries, Petrus J.
    Division of Child & Adolescent Psychiatry, University of Cape Town, Cape Town, South Africa.
    Zwaigenbaum, Lonnie
    Bolte, Sven
    Center of Neurodevelopmental Disorders (KIND), Division of Neuropsychiatry, Department of Women's and Children's Health, Karolinska Institutet, Stockholm, Sweden.
    An international qualitative study of functioning in autism spectrum disorder using the World Health Organization international classification of functioning, disability and health framework2018Ingår i: Autism Research, ISSN 1939-3792, E-ISSN 1939-3806, Vol. 11, nr 3, s. 463-475Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This is the third in a series of four empirical studies designed to develop International Classification of Functioning, Disability and Health (ICF) Core Sets for Autism Spectrum Disorder (ASD). The present study aimed to describe functioning in ASD (as operationalized by the ICF) derived from the perspectives of diagnosed individuals, family members, and professionals. A qualitative study using focus groups and semi-structured interviews were conducted with 19 stakeholder groups (N = 90) from Canada, India, Saudi Arabia, South Africa, and Sweden. Meaningful concepts from the focus groups and individual interviews were linked to ICF categories using a deductive qualitative approach with standardized linking procedures. The deductive qualitative content analysis yielded meaningful functioning concepts that were linked to 110 ICF categories across all four ICF components. Broad variation of environmental factors and activities and participation categories were identified in this study, while body functions consisted mainly of mental functions. Body structures were sparsely mentioned by the participants. Positive aspects of ASD included honesty, attention to detail, and memory. The experiences provided by international stakeholders support the need to understand individuals with ASD in a broader perspective, extending beyond diagnostic criteria into many areas of functioning and environmental domains. This study is part of a larger systematic effort that will provide the basis to define ICF Core Sets for ASD, from which assessment tools can be generated for use in clinical practice, research, and health care policy making.

  • 340.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Alternative cognitive strategies (?) while solving spatial-mathematical tasks: Pupils with motor disabilities participating in a qualitative experiment1999Ingår i: European Association for Research on Learning and Instruction, 1999, s. 335-Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 341.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Choice of upper secondary school for pupils with severe motor disabilities: Results from a research review2007Ingår i: The 6th World Congress on Conductive Education, August 19-22, 2007 in Göteborg, Sweden, 2007Konferensbidrag (Övrigt vetenskapligt)
  • 342.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Educational progress2006Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 343.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Expectations on pupils with motor disabilities in school often too low: Why?2000Konferensbidrag (Refereegranskat)
  • 344.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    For what it's worth: How pupils in need of special support are valued, within different local school ideologies, in an evolving school market2014Ingår i: For what it's worth: How pupils in need of special support are valued, within different local school ideologies, in an evolving school market, 2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Swedish education system encompasses goals towards inclusion, where all schools according to the school law also shall work towards equity. Such ambitions may can be seen as contradictory to business goals and principles of competition in an evolving school market. The aim of the study is to describe solutions used in five schools, classified as having different local school ideologies, in their work with Pupils in Need of Special Support (PNSS) and to describe motives for these solutions.

    Eight schools were initially chosen, in a stratified purposeful sampling procedure, from 546 independent comprehensive schools answering a national survey comprising all independent comprehensive schools in Sweden (response rate 79,5%). These schools have previously been classified within a theoretical framework related to inclusion. They represent very clearly different value patterns in relation to inclusion.

    Three schools are labelled holistic-inclusive and two schools are labelled market-oriented-exclusive. Holistic-inclusive local school ideologies are fully in line with inclusion whereas market-oriented-exclusive local school ideologies show a value pattern which is entirely the opposite. These five schools were finally chosen for this study.

    Interview data from semi-structured interviews with principals, special educators, class-teachers, pupils in need of special support and class-teachers provide major source of data. The data was analysed in regard to school situations for Pupils in Need of Special Support (PNSS).

    Preliminary results show substantial differences between schools with different local school ideologies in allocation of resources and competence to pupils in need of special needs. The resources allocated to pupils in need of special support are restricted in market-oriented-exclusive schools. This may be seen as an indication that neither the pupils’ needs nor goals of equity are of high priority in these schools. Results show the opposite situation in holistic-inclusive schools.

    Private equity companies have been questioned as owners of schools due to profit demands. Interview data show that the situation in some schools with private owners may be an complication as well in regard to goals of inclusion and equity.

  • 345.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Gymnasieval för ungdomar med svåra rörelsehinder: En forskningsöversikt. Delrapport2006Rapport (Övrig (populärvetenskap, debatt, mm))
  • 346.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Gymnasieval för ungdomar med svåra rörelsehinder: Slutrapport från regeringsuppdrag2007Rapport (Övrig (populärvetenskap, debatt, mm))
  • 347.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Hemskola i stället för resursskola för "Elever I Specifika Skolsvårigheter"2012Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Syftet med studien är att undersöka hur skolledare och lärare vid tre grundskolor i Jönköpings kommun arbetar med elever i mycket stort behov av särskilt stöd. Eleverna kallas i studien för Elever I Specifika Skolsvårigheter (EISS). En resursskoleplacering har varit en ofta använd lösning i de fall som elevernas egna skolor (hemskolor) inte har lyckats utforma en tillfredsställande skolsituation för eleverna. Jönköpings kommun har beslutat om nedläggning av centrala särskilda undervisningsgrupper (resursskolan) i kommunen.

    Tre grundskolor har studerats då de haft likvärdiga elevupptagningsområden och liknat varandra i ett flertal andra avseenden. Däremot har det varit stora skillnader i antalet resursskoleplaceringar under en studerad tioårsperiod. Skola 1 har till skillnad mot skolorna 2 och 3 endast i undantagsfall haft en elev placerad inom resursskolan. Det är små skillnader mellan skolorna i antal elever som har gått på de tre skolorna under tioårsperioden.

    Intervjuer och enkäter har använts vid de tre skolorna för att studera lärares och skolledares beskrivningar av specialpedagogiskt arbete och med särskilt fokus på arbetet med EISS. En mixed research design (Creswell, 2009) har använts.

    Intervjuer och enkätuppgifter visar på stora skillnader mellan skolorna i ett stort antal aspekter som kan ses som relaterade till skolsituationen för Elever I Specifika Skolsvårigheter. De viktigaste skillnaderna är relaterade till skolledningen och specialpedagogfunktionens möjligheter att arbeta inkluderande. Det finns flera beskrivningar på skola 1 som visar på en hög grad av samsyn bland de anställda vad gäller värdegrund, vilket sannolikt har haft en stor betydelse för hur skolan skiljer sig från övriga två skolor.

  • 348.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kunskapsutveckling hos elever med rörelsehinder: Delstudie I: Resultat och erfarenheter från den nationella utvärderingen av grundskolan 19951998Rapport (Övrigt vetenskapligt)
  • 349.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kunskapsutveckling hos elever med rörelsehinder: Delstudie II: Resultat på prov för elever med rörelsehinder vid arbete med anpassat provmaterial2000Rapport (Övrigt vetenskapligt)
  • 350.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kunskapsutveckling hos elever med rörelsehinder: Delstudie III: Kognitiva strategier vid arbete med matematikuppgifter med spatialt innehåll2001Rapport (Övrigt vetenskapligt)
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