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  • 51.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Tidig kognitiv utveckling hos barn med Down syndrom: En forskningsöversikt1996Report (Other (popular scientific, debate etc.))
  • 52.
    Nilholm, Claes
    Linköpings universitet.
    Vad gör datorn för barnets tänkande ?: Höjer självförtroendet eller skärmar av ?1987In: Skolledaren, ISSN 0037-6515, no 1, p. 12-13Article in journal (Other (popular science, discussion, etc.))
  • 53.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, CHILD.
    Vad och vems är kunskapsobjektet?: Reflektioner över hur den specialpedagogiska praktiken kan och bör studeras.2007In: Reflektioner kring specialpedagogik: sex professorer om forskningsområdet och forskningsfronterna, Stockholm: Vetenskapsrådet , 2007, p. 100-113Chapter in book (Other academic)
  • 54.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Ärlighet varar längst?2000In: Social Forskning, ISSN 0283-202X, Vol. 2, no 15, p. 6-8Article in journal (Other academic)
  • 55.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Åldrande och demens : Ett första steg: Några utgångspunkter för en samtals-intervention vid demenssjukdom1993Report (Other (popular science, discussion, etc.))
  • 56.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Åldrande och demens: En medicinsk bakgrund till demensbegreppet samt en översikt av forskning kring minnes- och språkförändringar vid Alzheimers sjukdom1993Report (Other (popular science, discussion, etc.))
  • 57.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Adelswärd, Viveka
    Barnets väg till berättelsen: en studie av berättandets socialiserande funktioner1993In: Språk och stil, ISSN 1101-1165, Vol. 3, p. 77-91Article in journal (Refereed)
  • 58.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Adelswärd, Viveka
    Säljö, Roger
    Communicative apprenticeship: Learning to account for the past1997In: Pratiques sociales et médiations symboliques, Berlin: Peter Lang , 1997, p. 97-120Chapter in book (Other academic)
  • 59.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Alm, Barbro
    Örebro Universitet.
    An inclusive classroom? A case study of inclusiveness, teacher strategies, and children's experiences2010In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 3, p. 239-252Article in journal (Refereed)
    Abstract [en]

    A case study of what appears to be an inclusive classroom in Sweden is reported. The group of children in the class studied was very heterogeneous: five of the 15 children had a disability diagnosis at the time of the study. One aim of the study was to develop a methodology which can be used in order to investigate in what sense classrooms are 'inclusive', especially as regards the point of view of the pupils. It is argued that an explicit definition of characteristics of inclusive classrooms and clear-cut methods to study those characteristics are necessary prerequisites in order to reach valid conclusions concerning what teaching strategies are central to inclusive processes. The data consist of interviews with the teachers and children involved, sociograms, a questionnaire answered by the children, notes from participant observations and poetry by the children. The analyses suggest that the classroom seems to be inclusive, although it is emphasised that this is not an all-or-none phenomenon, especially children's experiences are complex phenomena. It is argued that the teachers try to create a learning community where differences are valued. Six teacher strategies emerged from the data.

  • 60.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Inledning2007In: Reflektioner kring specialpedagogik: sex professorer om forskningsområdet och forskningsfronterna / [ed] Claes Nilholm och Eva Björck-Åkesson, Stockholm: Vetenskapsrådet , 2007, p. 7-16Chapter in book (Other academic)
  • 61.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, CHILD.
    Björck-Åkesson, EvaJönköping University, School of Education and Communication, HLK, CHILD.
    Reflektioner kring specialpedagogik: Sex professorer om forskningsområdet och forskningsfronterna2007Collection (editor) (Other academic)
  • 62.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Evaldsson, Ann-Carita
    Uppsala universitet.
    Är eleven orsak till sina egna svårigheter i skolan?: om  ”I demokratins marginaler – ett projekt om barn i problematiska skolsituationer”2010In: RESULTATDIALOG 2010, Vetenskapsrådet , 2010, , p. 7Chapter in book (Other academic)
  • 63.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Håkanson, Christer
    L´éducation spéciale dans le contexte suédois: Bilan et perspectives2003In: La nouvelle revue de l´AIS, ISSN 1957-0341, Vol. 22, p. 48-51Article in journal (Other (popular science, discussion, etc.))
  • 64.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Karlsson, Kristina
    Democracy and dilemmas of self-determination2006In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 21, no 2, p. 193-207Article in journal (Refereed)
  • 65.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Larsson, Ullabeth
    Säljö, Roger
    Communicating with the severely brain damaged adult II: Establishing intersubjectivity1994In: Proceedings of the XIVth Scandinavian Conference of Linguistics and the VIIIth Conference of Nordic and General Linguistics, August 16-21 1993 / [ed] Karin Junefelt, Göteborg: Department of Linguistics, Gothenburg University , 1994, p. 109-126Conference paper (Refereed)
  • 66.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, CHILD.
    Persson, Bengt
    Hjerm, Michael
    Runesson, Susanne
    Kommuners arbete med elever i behov av särskilt stöd: En enkätundersökning2007Report (Other academic)
  • 67.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Säljö, Roger
    Göteborgs universitet.
    Co-action, situation definitions and sociocultural experience: An empirical study of problem-solving in mother-child interaction1996In: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 6, no 4, p. 325-344Article in journal (Refereed)
    Abstract [en]

    The article reports a study in which three groups of dyads—mothers and their six-year-old children—interacted in a problem solving task. The dyads had to solve a task that was simultaneously intellectual and manual in the sense that they were to tie a knot (a clove hitch) using a picture as a resource. The mothers differed in terms of their professional and educational background; in one group the mothers were industrial workers, in the second group they were nurses and in the third group they were teachers. The interactions were videorecorded and analysed with respect to who was responsible for performing the necessary steps in the attempts to tie the knot and what responsibilities the child was invited to take on. The results indicate considerable similarities between groups on many variables (such as time used on the task, number of words uttered, etc.), but they also show that the teacher mothers were more inclined to involve the child as a performer and to organize the cooperation in such a way that the child had to engage in the semiotic activity of relating the picture to the tying of the rope. It is argued that the differences observed reflect varying conceptions of what it means to learn in a situation of this kind and what the child should do in order to learn. However, it is obvious that these differences between the dyads do not represent anything that we can conceive of as stable traits or competences. Rather, they seem to a large extent to be produced through differing interpretations on the parts of the dyads of how to interpret the very situation in which they were acting.

  • 68.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Säljö, Roger
    Utvecklingsstörning och kommunikativa utmaningar: Ett forskningsprogram1992Report (Other (popular scientific, debate etc.))
  • 69.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Säljö, Roger
    Sätterlund Larsson, Ullabeth
    Kommunikation med gravt hjärnskadade vuxna1993In: Rapport från forskningskonferensen Människa, handikapp, livsvillkor, Örebro: Social- och omsorgsförvaltningen, Örebro läns landsting , 1993Conference paper (Other academic)
  • 70.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Sätterlund Larsson, Ullabeth
    Säljö, Roger
    Föreställningar om kommunikativa resurser: En enkätstudie inom projektet: Aktivitetsskapande åtgärder för gravt vuxenhjärnskadad1992Report (Other (popular science, discussion, etc.))
  • 71.
    Nilholm, Claes
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Wagner, Reuterskiöld
    Nettelbladt, Ulrika
    Sahlén, Birgitta
    En jämförelse mellan förmågan att berätta och att delta i samtal hos barn med språkstörning1999In: Samtal och språkanvändning i professionerna: rapport från ASLA:s höstsymposium, Linköping, 6-7 november 1997 / [ed] Per Linell, Lars Ahren berg, Linda Jönsson, Uppsala: ASLA , 1999, p. 225-234Conference paper (Other academic)
  • 72. Reuterskiöld Wagner, Christina
    et al.
    Nettelbladt, Ulrika
    Sahlén, Birgitta
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Conversation versus narration in preschool children with language impairment2000In: International journal of language and communication disorders, ISSN 1368-2822, E-ISSN 1460-6984, Vol. 35, no 1, p. 83-93Article in journal (Refereed)
12 51 - 72 of 72
CiteExportLink to result list
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  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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Output format
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