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Teaching children with attention deficit hyperactivity disorder in remedial classes
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
2008 (Engelska)Ingår i: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 31, nr 4, s. 351-355Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article is based on data collected in the interdisciplinary project ‘basic skills, social interaction and training of the working memory’. The trend in today's schools is to work for inclusion of all children based on the Convention on the Rights of the Child. The focus of this study is teachers' and parents' views on the education of children with attention deficit hyperactivity disorder and similar symptoms. The aim is to increase teachers' and parents' knowledge of the school context for this group of children. A questionnaire was developed and distributed to all teachers and parents involved in the project and data were compiled and reported in running text. Twenty-one teachers and school staff, and 41 parents (one dropped out) were involved. The results showed that problems in the classroom sometimes exceeded the genuine tasks of the school, and too much time was spent on reproving pupils' unacceptable behaviours.

Ort, förlag, år, upplaga, sidor
2008. Vol. 31, nr 4, s. 351-355
Nyckelord [en]
attention deficits hyperactivity disorders, classroom climate, remedial class, school children, social interaction, teachers' view
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:su:diva-15680DOI: 10.1097/MRR.0b013e3283031ed0ISI: 000261485300014OAI: oai:DiVA.org:su-15680DiVA, id: diva2:182200
Tillgänglig från: 2008-12-08 Skapad: 2008-12-08 Senast uppdaterad: 2018-05-03Bibliografiskt granskad
Ingår i avhandling
1. Pupils in remedial classes
Öppna denna publikation i ny flik eller fönster >>Pupils in remedial classes
2009 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

The aim of this dissertation is to increase understanding of being a pupil in a remedial class. The thesis is based on interviews, questionnaires, and observations and includes parents, teachers, and pupils in ten remedial classes. Fifty-five percent of the studied pupils had no specific diagnosis. The thesis is based on five articles emanating from the interdisciplinary BASTA project (Basic skills, social interaction and training of the working memory). Article I focuses on self-concept, with a rating scale completed by the children. In Article II ethical issues related to the methodology of interviewing children are stressed. Article III focuses on teaching children in remedial classes, and is based on questionnaires completed by teachers and parents. Article IV is based on interviews with pupils. Article V is based on interviews with teachers and on classroom observations, and highlights the classroom climate.

The theoretical approach used is a sociocultural perspective. From this perspective, learning is seen as becoming involved in different discourses, where interaction is seen as part of learning and development.

The results of the thesis show that the pupils become bearers of the school’s perspective and blame the referral to remedial class on shortcomings in themselves. In transferring to the remedial class the pupils can lose their friends. Factors that reinforce this construction are the structured teaching and organisation of the classroom. These may hinder the pupils both in terms of friendship and of learning of subject knowledge. The main result is, however, that what the pupils in remedial classes primarily learn is to be pupils in remedial classes.

Ort, förlag, år, upplaga, sidor
Stockholm: Institutionen för barn- och ungdomsvetenskap, 2009. s. 76
Nyckelord
Remedial class, attention and/or concentration deficits, pupil perspective, pupil’s perspective, classroom climate, socio-cultural perspective, self-concept
Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:su:diva-8514 (URN)978-91-7155-802-2 (ISBN)
Disputation
2009-03-13, Dahlströmsalen, Campus Konradsberg, hus D, Rålambsvägen 26 D, Stockholm, 13:00
Opponent
Handledare
Tillgänglig från: 2009-02-19 Skapad: 2009-02-17 Senast uppdaterad: 2012-03-07Bibliografiskt granskad

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Brodin, JaneAnna-Lena, Ljusberg
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Institutionen för barn- och ungdomsvetenskap
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