Drawing from a linguistic ethnographic project in accommodated language education for adult learners with intellectual disability, PTSD or migration stress, this paper engages with the sensing pedagogic body. We explore three language teachers’ recurring physical exercise and relaxation activities in their language courses, including music and images. We expand on previous findings of similar activities in a detailed account of these embodied activities as aesthetic and ethical, breaking with normative temporality and logocentrism, in line with crip theory. Building on both a Levinasian and Deleuzian perspective, we foreground the listening-resonating subject in multisensorial interactions entangled with materialities, and learning as ongoing. The findings contribute new knowledge on the role of aesthetics and relational ethics in this type of embodied space, of relevance to both educational research and practice, in accommodated language education and beyond. The findings also contribute to scholarly debate about representing subjects and subjectivity in linguistic ethnography.

In the past years, migration and issues related to language learning and education of migrants has gained significant interest in the scientific community. However, research on low-incidence, heterogeneous learner populations in educational settings continues to face significant challenges. This is reflected in the limited availability of studies and educational resources in these areas and is particularly evident in intersectional education research, which explores the overlapping identities of learners from multiple, often low-incidence subgroups.

To review the longitudinal trajectories – and the factors influencing their development – of mental health problems in children with neurodevelopmental disabilities. Systematic review methods were employed. Searches of six databases used keywords and MeSH terms related to children with neurodevelopmental disabilities, mental health problems, and longitudinal research. After the removal of duplicates, reviewers independently screened records for inclusion, extracted data (outcomes and influencing factors), and evaluated the risk of bias. Findings were tabulated and synthesized using graphs and a narrative. Searches identified 94,662 unique records, from which 49 publications were included. The median publication year was 2015. Children with attention deficit hyperactivity disorder were the most commonly included population in retrieved studies. In almost 50% of studies, trajectories of mental health problems changed by < 10% between the first and last time point. Despite multiple studies reporting longitudinal trajectories of mental health problems, greater conceptual clarity and consideration of the measures included in research is needed, along with the inclusion of a more diverse range of populations of children with neurodevelopmental disabilities. 

This chapter addresses possibilities for social and academic inclusion of deaf students with immigrant backgrounds. The point of departure is research on students’ experiences and feelings of belonging in a new social and linguistic group. The first part of this chapter provides background information about being deaf, Deaf education and deaf immigrant students. The second part revisits and analyses findings from the Andersson and Adams Lyngbäck (2021) study about identity work in deaf students transitioning from a mainstream school to a Deaf school. It also gives an insight into what is done in receiving deaf immigrants in Deaf schools. The discussion draws on theoretical and pedagogical models of sustainable bimodal bilingual education. A nuanced view of separated schooling is discussed in terms of tenets of an accessible language environment, positive identity formation and how these produce academic inclusion.

In this paper we conduct a poststructural discourse analysis inspired by Carol Bacchi’s ‘What’s the problem represented to be?’ (WRP) approach. We explore what kinds of problems are formulated in preschool educational policy on multilingualism, and what underlying assumptions underlie the dominant discourse on language proficiency in Sweden. Serving as a case to discuss how racism, ableism and childism intersect with linguicism, we examine the importance of shifting from a ‘children’s (special) needs’ discourse to a ‘children’s (language) rights’ discourse through a social justice education framework.   We draw upon Elisabeth Young-Bruehl’s understanding of childism, which refers to prejudice and discrimination against children based on beliefs about their inferiority to adults. The right to and rights in education are constituent upon linguistic rights, upon students learning to use their first language, whether that be minority, indigenous or sign language.

This chapter addresses the educational and social needs and rights of students with diverse backgrounds - in respect to first language (other than Swedish), ethnicity, culture and migration-status - enrolled in the Swedish school system. Disability Critical Race Theory in Education (DisCrit) is the framework used to examine policies and practices regarding inclusion. The concepts of ableism and linguicism are used to interrogate how education responds to migratory effects and how this response impacts access to equitable education for these groups. The first part of this chapter will focus on disproportionality in relation to compulsory school for students with intellectual disability and migration background, focusing on previous research and patterns in enrollment over time. The second part of the chapter deals with different aspects of language in relation to special needs education in the Swedish school context. The chapter’s last part will provide a description of the organization and practice in a ‘resource school’ and the emergence of new local practices. The concluding discussion will lay the groundwork for the emerging research field at the intersection of migration and disability in education.

In 1981, Sweden was the first country in the world to entitle deaf pupils to a bimodal-bilingual education. However, drawing from interviews with key past Stockholm teacher trainers and on our own efforts to update teacher training, we note that sign-bilingual teacher training in Sweden has been ad hoc to this day. The interviewees' accounts highlight that deaf education is essentially about language access, that sign-bilingualism is core to the educational inclusion of all deaf pupils, and that only audism stands in the way of this. We argue against the Swedish national policy presumption of special need, pointing out that deaf pupils have an inalienable entitlement to sign language in much the same way that the right to speak Swedish is an inalienable part of being Swedish and not a need that only some Swedish people have. This makes national recognition of sign language a necessary precondition to deaf pupils' full educational inclusion. Policy should then likewise guarantee the sign-bilingual competence of teachers seeking to work with deaf pupils, this being a matter that necessarily conjoins educational and language ( minority) rights as the two flipsides of one single coin.

Drawing on social semiotics and Crip Linguistics, we present how linguistic care is enacted in interaction between students and teachers in adult education for immigrant d/Deaf and hard of hearing students in Sweden. This is part of an ongoing action research project where the overarching aim is to develop, together with teachers, teaching practices involving various visual resources to promote student participation and language learning in education and also to contribute new knowledge about teachers’ and adult students’ experiences of visual resources in teaching and learning. The empirical material consists of video- and audio-recordings, images and fieldnotes from classroom interaction and audio-/video-recorded interviews with teachers and students.As shown by previous research the neoliberal market economy has strongly altered adult education in Sweden affecting time frames for learning a new language with emphasis on quick establishment on the labor market through instrumental ‘language as skill’ learning. This is in stark contrast to what is conducive to relational conditions, linguistic care, in learning a new language. This presentation focuses on results illuminating how meaning is co-constructed between student-student, student-teacher, through embodied communication, technology, signed and spoken language, visual resources, etc. through linguistic care work, which provides critical linguistics with a necessary disability lens. This is presented in the descriptions of crip time in respect to languaging requiring patience, material conditions and optimal environments, provision of resources, respect for language user’s own linguistic resources, as aspects of linguistic care work and linguistic justice in the joint meaning-making in the classrooms. The results illuminate how multiple resources combined support student participation and investment in communication and learning, which is of interest to other educational practices.