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A Review of Research in Educational Settings Involving Children's Responses
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2014 (English)In: Child Indicators Research, ISSN 1874-897X, E-ISSN 1874-8988, Vol. 7, no 4, 751-768 p.Article, review/survey (Refereed) Published
Abstract [en]

The aim of this review was to locate research in educational settings incorporating responses from children with or without disabilities or special educational needs, and to describe how the research was conducted. The review was guided by a literature review outline and inspired by a thematic analysis. It encompasses 24 empirical articles published between 1983 and 2012 inclusive. The researchers who involved children's responses in their research obtained the data by adopting traditional data collection methods such as interviews, observations and questionnaires, and by adopting innovative data collection methods such as visualisations, writing, child-directed tours and informal discussions. The researchers offered special support to children with disabilities or special educational needs which created opportunities for those children to opinion-share. The special support was relational and material such as assistance from an adult or peer, the use of picture symbols and child preferences, and the exclusion of difficult questions. Implications for theory and practice are offered.

Place, publisher, year, edition, pages
2014. Vol. 7, no 4, 751-768 p.
Keyword [en]
Children's responses, Education, Special educational needs, Methods, Special support, Well-being
National Category
Educational Sciences
Research subject
Special Education
Identifiers
URN: urn:nbn:se:su:diva-113126DOI: 10.1007/s12187-014-9253-7ISI: 000345994500005OAI: oai:DiVA.org:su-113126DiVA: diva2:790746
Note

AuthorCount:1;

Available from: 2015-02-25 Created: 2015-01-23 Last updated: 2017-12-04Bibliographically approved
In thesis
1. Educational pathways and transitions in the early school years: Special educational needs, support provisions and inclusive education
Open this publication in new window or tab >>Educational pathways and transitions in the early school years: Special educational needs, support provisions and inclusive education
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this research is to describe and analyse the educational pathways from preschool to school of a group of children with and without special educational needs. The aim is also to describe and analyse children’s views and experiences of early years education, and how these can be obtained.

The research comprises six studies that are presented in four articles and two conference papers. Longitudinal and multiple-case study designs, and mixed method approaches are adopted in the empirical studies, and the data is collected via observations, a questionnaire, documents, conversations and interviews with staff, children’s drawings and interviews with children.

The results from the empirical studies show a variation of pathways to compulsory education; changes in activities and relationships in the transitions; a variation in preschool quality; a broad conceptualising of special educational needs; an application of comprehensive or specialised typologies in the educational settings; an undecided and cautious attitude toward inclusive education; an allocation of generous resources to specialised and segregated programmes; and a diversity of support provisions. The children report more positive than negative experiences of their early school years and pinpoint the importance of having a sense of belonging among peers; opportunities for creative play and thinking; experiences of speed, excitement and physical challenges; elements of cosiness, withdrawals and comfort for recreation; experiences of growth in knowledge and understanding of the world; feeling safe; feeling free and autonomous; and preventing homesickness in order to thrive.

The results of the literature review are that the researchers may obtain data from children with and without special educational needs by means of traditional and innovative data collection methods. For broadening participation and sharing of views, the researchers may offer relational and material support.

The thesis has relevance for researchers in the field of special education, inclusive education and early childhood education and care. It has also relevance for teacher training, policy makers and stakeholders, school heads, teachers and families.

Place, publisher, year, edition, pages
Stockholm: Department of Special Education, Stockholm University, 2016. 136 p.
Keyword
bioecological model, children’s views, disability, drawings, first grade, inclusive education, leisure-time centre, longitudinal, mixed method, multiple-case study, preschool, preschool-class, special education, support, transitions
National Category
Pedagogy
Research subject
Special Education
Identifiers
urn:nbn:se:su:diva-126011 (URN)978-91-7649-309-0 (ISBN)
Public defence
2016-03-11, David Magnussonsalen (U31), Frescati Hagväg 8, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.

Available from: 2016-02-17 Created: 2016-01-21 Last updated: 2017-02-20Bibliographically approved

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