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  • 1.
    Aarts, Karolina
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Andersson, Isabella
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Konstruktion av sjukdomsidentiteter: En diskursanalytisk studie om identitetskonstruktion på ett internetbaserat stödforum för utmattningssyndrom2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    I denna studie har ett internetbaserat stödforum för utmattningssyndrom analyserats i syfte att bidra med ny kunskap om identitetsskapande i interaktion, mellan individer med egen erfarenhet av utmatningssyndrom. Studien har utgått från en diskurspsykologisk inramning och sökt svar på frågeställningarna; I) vilka föreställningar om sjukdomsidentiteter förhandlas fram på ett internetbaserat stödforum för utmattningssyndrom? och II) hur konstrueras normalitet inom ramen för de sjukdomsidentiteter som produceras? Analys av medlemskategoriseringar har använts som huvudsakligt analytiskt verktyg vilket syftat till att synliggöra vilka kategorier som gjorts relevanta av forumdeltagarna. Analysen visar fem identitetspositioner vilka uttryckts som att vara: sjuk, utmattad, kunnig, inte ensam och snart bättre. På forumet görs försäkringskassan till en utanför- grupp vilket stärker gemenskapen av sjukdom bland forumdeltagarna. Denna gemenskap legitimerar att dela med sig av egna erfarenheter av utmattningssyndrom och att positionera sig som kunniga gentemot vårdapparaten. Samtidigt synliggör analysen hur forumdeltagarna konstruerar samsyn kring normalitet i utmattningen och vad som anses som normal sjukskrivningsperiod med anledning av utmattningssyndrom. I sin tur möjliggörs också identitetspositionen av att vara på bättringsvägen.

    Fulltekst (pdf)
    fulltext
  • 2.
    Abdallah, Laila
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Socialantropologiska institutionen.
    Process eller Resultat?: Trender inom utvärdering av svensk högskoleutbildning under1990-talet2002Rapport (Annet vitenskapelig)
  • 3. Abdelhai, Rehab
    et al.
    Yassin, Sahar
    Ahmad, Mohamad F.
    Fors, Uno
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt2012Inngår i: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 12, s. 11-Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim: Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods: This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results: Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions: An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.

  • 4.
    Abdulle, Asha
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Mårsén, Camilla
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Läs- och skrivsvårigheter och psykisk ohälsa: En intervjustudie hur klasslärare resonerar kring elevers psykiska ohälsa och läs- och skrivsvårigheter2019Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna studies syfte är att undersöka hur lärare upplever elevers läs- och skrivsvårigheter, psykiska ohälsa samt hur dessa två faktorer kan påverka varandra. Den ska även beskriva skolans elevhälsoarbete samt lärarnas upplevelser av det stöd de får från elevhälsans olika professioner. Det är en kvalitativ studie med en induktiv ansats och datainsamlingen har skett genom intervjuer med tio lärare på fyra olika skolor och analysen har genomförts med en fenomenografisk ansats. Det innebär att materialet har sammanställts och analyserats genom att uttalanden sammanfördes i olika teman för att förklara informanternas upplevelse av fenomenet. Dessa teman har sedan tolkats för att få fram ett budskap som beskriver deras upplevelse. Resultatet visar att lärare upplever att det finns ett samband mellan läs- och skrivsvårigheter och psykisk ohälsa. Vidare framkommer att lärarna upplever att de inte får det stöd som de förväntar sig från elevhälsan. De upplever brister i samarbetet med elevhälsan då de inte får närvara vid skolans elevhälsomöten. Vidare kan i studien utläsas att lärarna upplever att de genom sin erfarenhet kan identifiera elever med läs- och skrivsvårigheter tidigt i deras skolgång och att screeningar som visar elevers svårigheter sällan kommer som en överraskning utan snarare är en bekräftelse på vad de själva redan upptäckt. Däremot upplever de att det kan ta för lång tid med insatser för dessa elever samt att resursbrist kan bidra till att de inte får den hjälp de borde ha och att detta leder till försämrad psykisk hälsa för dessa elever.

     

    Fulltekst (pdf)
    fulltext
  • 5.
    Abenius, Nina
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Fogelberg, Marie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Samspelet mellan fonologi, minne och inlärning hos unga vuxna och vuxna med språkstörning: En systematisk litteraturstudie2019Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 6.
    Abrahamsson, Carina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Organisation av undervisning för nyanlända elever: Ett exempel från två skolor med inkluderande arbetssätt2015Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Ett aktuellt ämne inom skolan i Sverige idag är hur man på bästa sätt kan organisera för undervisning för nyanlända elever. Antalet nyanlända elever ökar och detta kommer att ställa nya krav på skolan beträffande mottagande och organisation för undervisning för dessa elever. Detta innebär också att skolan behöver förbättra sin kunskap kring dessa elever. Syftet med den här uppsatsen är att beskriva rektors, lärares och elevers upplevelse av en inkluderande organisation av undervisning för nyanlända elever. Två olika skolor med inkluderande arbetssätt i invandrartäta områden i en av Sveriges största städer har valts ut. På dessa skolor har lektionsobservationer genomförts för att få en förförståelse för hur skolan arbetar. Därefter har intervjuer genomförts med rektorer, lärare och elever. Rektor på båda skolorna anser att arbetet kring nyanlända elevers undervisning ska bedrivas i en inkluderande organisation. Dels beroende på hur länge skolan har arbetat på detta sätt men också beroende på lärarnas egna tidigare erfarenheter anser lärarna att det är gynnsamt för eleverna att arbeta inkluderande. På den skola, Betaskolan, som arbetat på detta sätt längst av de två skolorna ser också lärarna fler fördelar med arbetssättet. Eleverna är i högre grad positiva på båda skolorna. Det kapital eleven har med sig när de börjar på skolan påverkar i hög grad de har lätt att anpassa sig. Det finns också en skillnad i vilken position den nyanlända eleven intar beroende på det kapital den har med sig. Flera beståndsdelar är av betydelse i den skola som väljer att arbeta inkluderande. Några av dessa är studiehandledning, språkutvecklande arbetssätt, relationer och en gemensam syn på nyanländas undervisning på skolan.

    Fulltekst (pdf)
    fulltext
  • 7.
    Abrahamsson, Julia
    Stockholms universitet, Lärarhögskolan i Stockholm.
    Inkludering på vitryska: Fältstudier i Vitryssland gällande inkludering av2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this study is to describe and examine the characteristics of inclusion of children with disabilities in the kinder garden and primary school in Belarus. The data in this study were collected through interviews with special teachers and staff at the Developing and Rehabilitation center. The interviews were supported by child-observations and a literature study. Staying in boarding schools prevents handicap students from integrating with the society as well as getting social experience. Integrated education demands the combination of two regularities: education of children with normal development and special education of children with psycho-physiological problems. Many research works consider the interconnection between socio-cultural development of the society and the values in upbringing which are prioritized in the society. Socialisation is possible when the child is involved in the processes of the daily life as well as interacting with adults and friends. It is easier for a child to adapt to a social behaviour when he realises what happens around him, understanding the subjective processes which happen inside other people and when the child can use his knowledge and experience on practice. Therefore, socialization is both a process and a result of realisation and active implementation of a social experience by a child. Integration is a systematic stage in the development of special education caused by change in the attitude of the society and state towards individuals with disabilities, admitting their rights for the equal opportunities in different spheres of life including education. Successful implementation of integrative education depends a lot on the level of material, organisational, educational as well as methodological in educational institutions. Moreover, this process depends on socio-psychological factors and moral atmosphere in the society. Practical solution of the problems in integration attracts not only teaching staff in specific institutions, children with different development and their parents but also children and their parents, teachers in normal secondary schools.

    Fulltekst (pdf)
    FULLTEXT01
  • 8.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    A Narratable Self as Addressed by Human Rights2017Inngår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 15, nr 3, s. 252-261Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The paper extends the critique in earlier research of human rights as exclusive of otherness and difference by introducing the work of Adriana Cavarero (2000) on a narratable self. Hence, the formation of human rights is thus about the relations between different narratable selves, not just Western ones. A narrative learning, drawing on Cavarero (2000), shifts the focus in human rights learning from learning about the other to exposing one’s life story narrative through relationality.

  • 9.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Claiming and Reaffirming Universality of Human Rights: Comparing the Role of UNESCO in Relation to the UN 1948 and 19932009Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [en]

    The thesis explores the role of United Nations Educational, Scientific and Cultural Organization (UNESCO) in the drafting and formulation of the universal human rights in 1948 as well as its contribution at the Vienna Conference, when the universality of the human rights was reaffirmed after the Cold War. Using concept analysis on the reports published by UNESCO for the drafting of the Universal Declaration on Human Rights and the Vienna Declaration deepens the understanding of the influence of the organization within the United Nations (UN) system at these points in time. By applying an intersectional approach to the concept of “cultural dialogue”, the theoretical tool of “intersectional dialogue” is created in order to analyze and understand the process that occurred in the UN Commission when delegates from all over the world met to draft and discuss the universality of human rights. The conceptual framework of “universality” by Langlois is used in analyzing the parallel process of UNESCO in order to understand the universality of the human rights through local interpretations and particular values. The thesis held by Langlois, that the universality of human rights enables a global platform for oppressed and marginalized people to share their local stories based on particular values within a human rights discourse, is contested in the analysis.

  • 10.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Human Rights Learning: The Significance of Narratives, Relationality and Uniqueness2014Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Whereas educational policy is mainly concerned with the content of Human Rights Education (HRE), philosophers of education have widely explored the subject and her social condition in terms of social justice education. This thesis draws on philosophers of education in exploring the subject rather than the content of HRE, focusing the study on ontological rather than epistemological aspects of learning. In this thesis learning is explored through narratives, as a relational process of becoming. The turn to narrative is taken against the dominant historical narrative of human rights as a Western project. This turn concerns how claims toward universalism of human rights exclude difference and equally concerns how notions of particularity overshadows the uniqueness in life stories. The concept of uniqueness serves to elucidate the complexity of the subject, not easily reduced into social categorizations, a concept drawn from Adriana Cavarero and Hannah Arendt.

    Fulltekst (pdf)
    fulltext
    Download (pdf)
    errata
  • 11.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    In a Man's words - the politics of female representation in the public2017Inngår i: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, nr 1, s. 55-68Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    What one decides fi t for appearance through writing and speech bears a political signifi cance that risk being distorted through both language, reception in the public, and through calls for gendered representations. How can work of female philosophers be interpreted as a concern for the world from that of having to respond to a male-dominated discourse through which speech becomes trapped into what one might represent as ‘other’? In this paper, I explore the public reception of two female thinkers who question, in diff erent ways, the domi-nant notion of the author or philosopher as a male subject; what kind of limitations does the relative notion of ‘female’ pose political action, and how can privilege constitute a hindrance to feminist solidarity?

  • 12.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Paideia and Cosmopolitan Education: On Subjectification, Politics and Justice2017Inngår i: Philosophy as interplay and dialogue: viewing landscapes within philosophy / [ed] Torill Strand, Richard Smith, Anne Pirrie, Zelia Gregoriou, Mariana Papastephanou, Zürich: LIT Verlag, 2017Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 13.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Reconciling Universality and Particularity through a Cosmopolitan Outlook on Human Rights2012Inngår i: Cosmopolitan Civil Societies: An Interdisciplinary Journal, ISSN 1837-5391, E-ISSN 1837-5391, Vol. 4, nr 2, s. 22-37Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Human rights are today criticized as not compatible with different cultural values and the debate has circulated around Asian values and Islamic values as in dichotomy with human rights as universal ethics (Ignatieff, 2003). The theoretical dichotomy between universality and particularity is questioned pragmatically in this paper through a historical study. The working process of drafting the Universal Declaration of Human Rights (UDHR) in 1946-48, which included thousands of people, is explored as a cosmopolitan space in which individuals from different cultural contexts met to negotiate human rights through cultural narratives. The process where particular values were negotiated with universal notion on human rights resulted in a common proclamation (UDHR) without a common philosophical or ideological ground. This paper puts forth a thesis that human rights discourse can work as a cosmopolitan space, in which particular value systems meet in processes characterized by conflict and cohesion. Hence human rights can be understood as a master narrative compatible with different conflicting cultural narratives (Gibson & Somers, 1994).

  • 14.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Re-Thinking Relations in Human Rights Learning: The Politics of Narratives2014Inngår i: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 48, nr 2, s. 293-307Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a gap between universal notions of a human rights subject and the actual locality and particular narratives in which students are enmeshed. This preoccupation has focused on ‘learning about the other’ in order to improve relations between plural ‘others’ and ‘us’ and reflects educational aims of national identity politics in citizenship education. The article explores the learning of human rights through narratives in relations, drawing on Hannah Arendt and Sharon Todd. For this re-thinking of relations in learning human rights, the article argues that HRE needs to address both competing historical narratives on the drafting of the Universal Declaration on Human Rights (UDHR) as well as unique life narratives of learners.

  • 15.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The praxis of ethics and justice in human rights learning: examining the limits of progressive education2017Inngår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 2, nr 1, s. 37-47Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    School and education can be seen as an extension of the home as Hannah Arendt stresses, where children are protected in a space in which they can learn and grow, a space that is not yet public. This distinction of education as “not yet public” can be seen in contrast to John Dewey who explores notions of democracy as a process in education, where education and school is regarded as a mini society. This paper explores several challenges with progressive education and, specifically, of human rights education, through the work of Arendt (1959) and Dewey (1990) on the notions of responsibility and children’s human rights. Where do we as educators draw the distinction between taking responsibility of raising awareness of global injustices and human rights violations with the next generation without falling pray to dissolution that the gap between political imaginary and reality faces us with, or risking violating children’s “safe space” in school that according to Arendt should be a space that is neither private nor public, but a free zone for thinking and learning with others? Do we bring into the classroom discrimination and segregation by drawing on social categorizations with the pretext of questioning the same on the basis of “equal rights”? If ethical and relational dimensions of education are to be taken seriously then human rights education is a risky practice since it involves children’s sense of being and it raises questions that may not be dealt with properly or solvable for the children exposed.

  • 16.
    Adami, Rebecca
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bron, Agnieszka
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The Way to Democracy Through Education and Learning in Sweden2007Inngår i: Journal für Politische Bildung, ISSN 2191-8244Artikkel i tidsskrift (Annet vitenskapelig)
  • 17.
    Adami, Rebecca
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Hållander, Marie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Testimony and Narrative as a Political Relation: the Question of Ethical Judgment in Education2015Inngår i: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 49, nr 1, s. 1-13Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.

  • 18.
    Adamow, Goscha
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Förskolan i ett mångkulturellt samhälle: Pedagogers föreställningar kring mångkulturellt arbete på förskolan2010Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study was to describe, understand and analyze the thought behind the perception amongst pedagogues´ on multicultural work in preschools, based on an intercultural perspective. In this study, I questioned the pedagogues´ view on the work in preschools that prepares children for a life in a multicultural society and also the way they describe the cultural challenges.

    The study was accomplished and questions were answered by studying current literature and previous research in the field. I also interviewed four pedagogues from two different preschools located in separate areas.

    This study shows that many opinions that pedagogues expressed in the interviews can be traced back to an “us vs. them” perspective, in which your own culture, the Swedish one in this case, is the most critical and should receive the greatest attention in preschool. At the same time, the study shows that the more experience pedagogues had from multicultural preschools the greater acceptance they had for other cultures. These pedagogues also had an advanced in the development of intercultural competence.

     

    Fulltekst (pdf)
    FULLTEXT01
  • 19.
    Adams Lyngbäck, Elizabeth
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    I Don't Feel Like Myself: Women's Accounts of Normality and Authenticity in the Field of Menstruation2010Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [en]

    The aim of this master thesis is to contribute to a deeper understanding of women’s experiences in regard to menstrually related suffering. These particular experiences are examined in relation to notions of normality and authenticity. The study designed for this purpose is based on the life world of women in order to explore these ideas. The visceral signs originating from within the body are generally understood to be undetectable when working properly. Such is not the case for many women who menstruate. The cyclical change in physical and mental states associated with the menstrual cycle provide an opportunity to study how going in and out of different ways of being in the world influence human experience. Thematic interviews were conducted asking ten women living in Sweden to share their experiences of suffering related to the menstrual cycle. A phenomenological approach with focus on the body was used to study how changing ways of being in the world contribute to the construction of illness and health. Beginning with discussions about their experiences of suffering revealed that women thought in terms of when they felt like themselves and when they did not. Organization of time was interrelated with how women understood their experiences. Emphasizing recurring negative experiences lead to contemplation about causes of suffering and comparison of different states of being. The lack of ‘one’s selfness’ due to what is commonly referred to as PMS represents the dilemma these women describe. The need to have control over the outward representation of one’s self is discussed in light of different medical technologies like SSRI antidepressant use and hormonal therapies which revealed that women saw the origins of their suffering to be a product of society but tightly connected to their identity as women and were not willing to be without a menstrual cycle. Phenomenological ideas about embodiment were used to understand how suffering was seen both as a sign of health and as a part of the self.

    Fulltekst (pdf)
    Cover
    Fulltekst (pdf)
    Absract, index, appendix
    Fulltekst (pdf)
    Text
  • 20.
    Adams Lyngbäck, Liz
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Dis/ability literacy and allyship2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The following is a section from the dissertation: Experiences, networks and uncertainty: parenting a child who uses a cochlear implant

    Liz Adams Lyngbäck (2016)

     

    Abstract (dissertation)

    The aim of this dissertation project is to describe the ways people experience parenting a deaf child who uses a cochlear implant. Within a framework of social science studies of disability this is done by combining approaches using ethnographic and netnographic methods of participant observation with an interview study. Interpretations are based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. The netnographic study is presented in composite conversations building on exchanges in 10 social media groups, which investigates the parents’ meaning-making in interaction with other parents with similar living conditions. Ideas about language, technology, deafness, disability, and activism are explored. Lived parenting refers to the analysis of accounts of orientation and what 'gets done' in respect to these ideas in situations where people utilize the senses differently. In the results, dilemmas surrounding language, communication and cochlear implantation are identified and explored. The dilemmas extend from if and when to implant, to decisions about communication modes, intervention approaches, and schools. An important finding concerns the parents’ orientations within the dilemmas, where most parents come up against antagonistic conflicts. There are also examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enable parents to transcend the conflictive atmosphere. This process is analyzed in terms of a social literacy of dis/ability.

     

    Keywords: parenting, parents, cochlear implant, first-person perspective, lifeworld, netnographic, everyday life, orientation, deaf, disability, sign language, allyship, social literacy

     

    Section from dissertation in focus for paper to be presented:

    Dis/ability literacy and allyship

     

     

    Washington and Evans have examined the process of becoming an ally from a psycho-social theoretical perspective (1991 pp. 195-240). They define ally as “a person who is a member of the ‘dominant’ or ‘majority’ group, and are often more powerful when the supporter is not a member of the oppressed population” (Washington & Evans, 1991 p. 195).  The levels in development in this model are ascending from awareness, knowledge/education, skills and ultimately in action. The concept of being an ally, coming from a social justice perspective in education, includes focus on examining attitude change with the goal of working towards standards of equality, particularly through cultivating coalitions (Adams & Bell, L.A. & Griffin, P., 2007 p. 14; Ayers, Quinn, & Stovall, 2009 p. xiv).

     

    When attitude change is in focus in allyship work it can be concluded that an understanding for how meaning is constructed in sociocultural contexts is based on individuals’ experiences.  The question of which parent encounters with others benefit allyship development can be illuminated by examining the process of change these parents of cochlear implant users undergo. A closer examination of social justice issues with research in everyday life engaging deafness and disability show an opening to interpret the findings thus far as illustrations of how parenting is involved in more encompassing social change. For instance, in New forms of transformative education: Pedagogy for the privileged, education in social justice can be seen to have three pillars: equity, activism and social literacy (Curry-Stevens, 2007). A social literacy brings to mind the development of skills in awareness of one’s own identity and how it is connected with others in structural power relations. Some have come to identify trends in teaching and developing these skills as pedagogy for the privileged or pedagogy of the oppressor (Curry-Stevens, 2007; Kimmel & Sykley, 2010). In both cases there is a goal to educate which relies on processes of moral development in individuals.

     

    Through reviewing literature specifically on being a disability ally and how it has been studied works also to identify what has yet to be investigated in respect to parenting and the process of transformation involved in parallel processes of advocating, activism and allyship in the lives of parents. Reviewing research about disability concepts and becoming an ally show that  actions, awareness and accurate learning led to people becoming allies in disability (Evans, Assadi, & Herriott, 2005p. 72). Ways to be supportive to disabled people were identified through actions such as being helpful and encouraging, and these actions increase people’s awareness and accurate learning about disability which also results in dispelling misconceptions about having a condition or impairment. Literacy of social situations is seen to be accomplished through cognitively linking different forms of oppression, such as racism, ableism and audism to the ideas upon which they rest with the oppression under which different lives are put at risk when excluded from participating in society. Evans, Assadi and Herriott also write of “living in accordance with belief” which they call direct action (Evans, Assadi, & Herriott, 2005 pp. 75-77).

     

    Relevant for the analysis of this study is that there are positive and negative reactions involved in a process of developing allyship when parents advocate for their children and the group they belong to. For instance, what John has accomplished through the help of his family is to have made his way through what can be a painful part of the process of becoming an ally. This has to do with an individual’s own identity development in relation to disability and being in a dominant position as able-bodied. John knew about the attitudes towards disability because of how he has lived and reflected on what others have said about members of the groups his siblings belonged to. This is important in understanding how John seems to transcend conflicts, which is arguably related to how he has processed the anger towards others and the attitudes they hold over a long period of time together with others who understand him. Also John did not have to acknowledge feelings of guilt and shame to the same extent as others concerning belonging to the dominant group and having a child with a disability. These emotions are usually associated with being passive or not actively supportive of the oppressed or stigmatized group resulting in worsening conditions for people with disabilities or in a minority group position. This is in addition to guilt people usually feel for being members of groups who hold negative views. Also John is well aware that his life has been easier in comparison to his siblings and continues to be because of the position he holds as a dominant group member. In this ally development framework, acknowledging privilege is a conscious act at which most adults must put forth great effort. John seems to have internalized values of justice related to differentness in ability.

     

     

    Pending project

     

    During the fall of 2017 an initiative was undertaken to develop a ‘deaf awareness’ online material to improve communication between hearing and deaf groups. A focus on the individual’s development through taking part in others’ lived experiences and work towards actions and commitments for more equal conditions is the main objective of this project. The adult and lifelong learning in focus draws on both transformation as learning frameworks and social justice in education frameworks. The development of theoretical underpinnings for what is termed as allyship may well be drawing on intimate relationships in families and changes occurring during adulthood through these relationships. This paper explores the avenues taken by parents of deaf children and expands the qualities to people who are becoming disability literate in school and work contexts and in particular in teacher training and professional development.

  • 21.
    Adams Lyngbäck, Liz
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Dis/ability literacy through parenting2017Inngår i: Abstract book: NNDR 14th Research Conference, Örebro University, May 3-5. 2017, 2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This presentation introduces qualities of a social literacy in deaf and disability contexts through parenting a child who is deaf or hard of hearing. Following a social justice education framework on privilege studies, social literacies and allyship (Adams & Bell, L.A. & Griffin, P., 2007; DiAngelo, 2012; Evans & Wall, 1991; Evans, Assadi, & Herriott, 2005; Kimmel & Ferber, 2014; Ong-Dean, 2009; Sensoy & DiAngelo, 2012), this collection of qualities held by parents has been compiled from examining empirical material based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. This analysis departs from examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enable individuals to exhibit ways of understanding and engaging as allies to individuals and groups who are deaf and hard of hearing.  Through contact with other parents in sensorial differentness, awareness, actions and commitments to goals of more inclusive and equal conditions for the child and others like the child are enacted. Dis/ability literacy is characterized by being able to identify with others who have similar experiences in other types of differentness leading to insight about disability in their relationships. Developing these social literacy qualities is a way parents exhibited perspective-changing through ‘unlearning’ and can be summarized as being interested, concerned, obligated, aware of needs, and willing to accommodate. Important issues to be discussed are the social literacy potentials of uncertainty and the betterment of social relations between individuals and groups in sensorial differentness, building on a care ethic.

  • 22.
    Adams Lyngbäck, Liz
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Experiences, networks and uncertainty: parenting a child who uses a cochlear implant2016Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The aim of this dissertation project is to describe the ways people experience parenting a deaf child who uses a cochlear implant. Within a framework of social science studies of disability this is done by combining approaches using ethnographic and netnographic methods of participant observation with an interview study. Interpretations are based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. The netnographic study is presented in composite conversations building on exchanges in 10 social media groups, which investigates the parents’ meaning-making in interaction with other parents with similar living conditions. Ideas about language, technology, deafness, disability, and activism are explored. Lived parenting refers to the analysis of accounts of orientation and what 'gets done' in respect to these ideas in situations where people utilize the senses differently. In the results, dilemmas surrounding language, communication and cochlear implantation are identified and explored. The dilemmas extend from if and when to implant, to decisions about communication modes, intervention approaches, and schools. An important finding concerns the parents’ orientations within the dilemmas, where most parents come up against antagonistic conflicts. There are also examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enables parents to transcend the conflictive atmosphere. This process is analyzed in terms of a social literacy of dis/ability.

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  • 23.
    Adams Lyngbäck, Liz
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Hearing Peoples’ Fragility as an Expression of Invulnerability: Deaf Studies and Disability Studies Perspectives2020Inngår i: Kritiska Studier och Intersektionalitet, 2020Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Deaf Studies and Disability Studies have for many years been concerned with societal and cultural questions regarding deaf and hard of hearing children, youth and adults and their primarily hearing families. Innovations in medical technology in regard to deafness have centered on cochlear implants and is presented as containing the possibility of creating or restoring the use of sound in ways which were inconceivable to past generations. At the same time the acknowledgment of the official status of signed languages as vital for the attainment of basic human rights progressed in a growing number of countries.

     

    The findings from a study of hearing parents of deaf children who use cochlear implants provide new insights into how adults, in relation to their child, become involved in social practices which introduce them to how the minority of Deaf sign language users exist, particularly in regard to their life conditions and life chances. The social issues mainly in focus from a very early stage in a hearing adult’s parenting a deaf child concern education, language use and belonging. This together with technological advances have prompted a range of questions regarding the deaf child’s belonging in multiple language communities, particularly regarding the virtues of sign language versus spoken language and available approaches to deaf education.

     

    This paper will address the situation of deaf citizens and how societal structures and individual experiences are involved in social justice struggles and the contribution to scholarship is both empirical and theoretical utilizing the focus on the role of the body in thinking critically. This requires a disruption of how traditional views in education on critical thinking are conceptualized. The Deaf Studies/Disability Studies perspective not only draws on critical theories and intersectionality, it points to the necessity of directing the involvement of both a cultural perspective on being deaf with its interrogation of audism together with the lens of ableism. The development of ‘disability literacy’ about one’s own position in regard to other’s participation is presented as a way to make theoretical advances through the notion of ‘hearing fragility’, an expression of invulnerability to change through learning about how others exist.

     

    Preliminary data from ethnographic field work in situations where adults are confronted with instances of social inequity concerning sign language use is presented from Swedish, Indian and Bangladeshi contexts. Included in the ethnomethodological approach is a comparison between a welfare states’ approach to deaf children and their families and the high involvement of NGOs in education in two Global South contexts, Jaipur, India and Dhaka, Bangladesh. Also, the global trend of rights-based approaches in neoliberal models of provision of social services is examined. The combination of new medical technology being made available, national sign languages being recognized and the marketization of educational systems are producing the space where these inequalities emerge as ethical dilemmas confronting individuals through the uncomfortable awareness of their ‘hearingness’.

  • 24.
    Adams Lyngbäck, Liz
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Uncertainty and disability literacy: Drawing on processes of becoming in parenting a deaf child to inform teachers’ professional development2019Inngår i: Book of Abstracts, 2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper will explore the role of uncertainty in parenting in spaces of sensorial differentness which envelopes the relationship between a hearing parent and a deaf child. This process of transformation, a becoming process in an adult life builds on coming to know about life conditions of another individual. Lived, in-depth experiences of disability and uncertainty are what seem to enable parents to adopt alternative attitudes going against societal norms and values about what it means to have a disability. They make choices based on how they imagine their adult child’s future belonging and identity. The analysis builds on the findings from the ethnographic material in a study on parenting children who use cochlear implants. Qualities certain parents exhibited and others were in the process of developing are the examples used to show how uncertainty is involved in ‘unlearning’, an orientation which allows new insights about disability and being deaf to guide decisions and actions. It will be argued that this social learning process does not end in complete knowledge but rather as a way of becoming disability literate which can increase and recede because of how it involves the minds and lives of others. Connecting other adults’ becoming processes in teacher education programs to how parents continue arriving as they continue ‘reading their child’ is discussed in terms of embodied critical thinking about ableism and audism. The continuous arrivals which imbue adults’ interactions with oppressed groups is explored drawing on theories on transformation and community.

    The frameworks of disability studies in education and social justice in education drawing on care ethics will serve to employ the term allyship to present how following the paths others formed can be studied to develop one’s own disability literacy. This concept of allyship offers pedagogical hope which bell hooks describes as an integral part of education (hooks, 2003). Allyship in disability contexts is an active, consistent and reflective practice of examining how one holds systemic power over people with disabilities. Pausing to use the idea of reflective practice as an entry to one’s critical thinking is what intended to develop the concept of ‘embodied critical thinking.’ The focus is aimed at how one’s own involvement, as a temporarily able-bodied person seeks to end oppression in solidarity with disabled groups and individuals. The concept of allyship falls under what can be deemed the privilege turn or privilege studies in disability where a disability literacy is a social literacy of consciousness and awareness of the conditions of the lives of disabled individuals and groups and how they are affected by interpersonal relationships (Adams Lyngbäck, 2016). Case examples of classroom activities and discussions centering on ableism will be employed to further develop understandings of allyship in education.

  • 25.
    Adams Lyngbäck, Liz
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Dutt, Khaleda Gani
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Is development even desirable from a disability perspective? Two proposals for replacing ableist assumptions and forming development practices on what works for people with disabilities2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Eliminating the social exclusion of individuals with disabilities and disregard for their human rights continues to be the primary objective of Disability Studies. Disability remains marginalized at all levels in development work from policy to relief efforts (Grech & Soldatic, 2016). Only 5% of overseas development assistance funds are allocated to disability projects and programs and efforts consistently bypass people with disabilities (Ridell, 2010; Grech, 2015). Eliminating ableism in development we are argue must be counteracted in a two-fold approach through theorizing centered on education processes.

    The first is to confront the arguments for dismissing disability as “someone else’s concern” (Grech & Soldatic, 2016) which furthers its invisibility. We propose that programs to increase the disability literacy of policy makers and development workers must be implemented in all development projects just as gender education has been. This major step would serve to increase awareness of what perpetuates disability inequality in development efforts. The second area addresses the lack of disability informed development work. By designing a research project using qualitative social science research methods, the lived reality of people with disabilities will be foregrounded with particular focus on their educational needs on their own terms.

    These two areas draw on critical works in disability studies in education and intergenerational and comparative perspectives on quality inclusive education in a social justice in education framework (Adams Lyngbäck, 2016, Gani Dutt, 2017). This presentation will outline the pending fieldwork on the educational provisions for children with disabilities in locations throughout India in order to contextually inform joint development programs. This will be carried out through newly established cooperation efforts between Stockholm University and higher education and research institutions in India, (The Institute for Adult Education and Lifelong Learning, New Delhi) and in Nepal, (Kathmandu University). The ground work will be laid for addressing how disability inclusive development needs not only to be rethought but reenacted by making disability equality one of the central concerns in sustainable development implementation.

  • 26.
    Adams Lyngbäck, Liz
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Paul, Enni
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Becoming established: a gendered educational effort for learning Swedish2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Not knowing Swedish or being a native speaker of Swedish is posed as a problem related to and exacerbating disabilities (SPSM om flerspråkighet). In 2017, the political debate in Sweden lifted the problem of how the immigrant stay- at-home- mother phenomenon was hindering newly arrived women from entering the work force due to what is portrayed as their lack of Swedish skills. Language plurality in this respect is posed as a weakness rather than a resource (Hyltenstam & Milani, 2012). These women are still largely seen “as workers rather than human beings with equal rights” (Skutnabb-Kangas & Phillipson, 1996). There is a general assumption that knowing the target language is paramount in becoming established in society which involves paying taxes. Non-governmental integration efforts draw on these types of descriptions when applying for funding.

    Swedish with Baby is an NGO initiative focusing on organizing group meetings for parents with small children with different ethnic and socio-economic backgrounds. The activities build on the idea of a combined language and baby café which are educational initiatives where language users with small children devote time to conversation practice with native speakers in the target language. The objective is described as promoting parents towards becoming established in society by learning to speak Swedish through language role models.

    We have conducted a year-long fieldwork project in Swedish with Baby with the aim of exploring aspects about language and belonging in families in migration contexts. In this presentation, we will discuss how the very ideas of what is being aimed for, Swedish language knowledge, undermines inclusion.

    We examine our findings in terms of how social justice is linked to tacit, unspoken policy objectives about what counts as appropriate language goals for groups seen as marginalized or in need of being de-marginalized through integration efforts. The groups most disadvantaged by language policies are girls and women, ethnic minority groups and social minority groups (Corson, 1993).

    In our research findings, it became evident that for many of the first-generation immigrants the goal of learning Swedish is secondary or unimportant. A large part of this group expresses that they are attending Swedish with Baby to meet other parents of small children and to exchange ideas on questions and thoughts which have come about through their new role as parents. This is regardless of how much or how little Swedish they previously knew. In fact, most of the parents in this group were communicatively competent in Swedish.

    Situations where not knowing Swedish was described as disabling was in their everyday living, not in looking for employment. The experience of being limited by language had to do with their children, from choosing preschools, schools, contacts with health care and especially if their child was not able to communicate with other children. Our results indicate that the idea of language as a skill for getting a job is missing the mark on what language learners need to actually be successful: a sense of community through social engagement.

  • 27.
    Addensten, Emelie
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Abbas, Amal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Självreflektion avseende inkludering i förskolan: Förskollärares upplevelser av ett självreflektionsverktyg2018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 28.
    Adiels, Lars
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Where did Technology Go?2009Inngår i: Strengthening the Position of Technology Education in the Curriculum / [ed] Arien Becker, Ilja Mottier, Marc J. de Vries, Delft: Delft University of Technology , 2009, s. 1-5Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In the beginning there was techne and episteme. Today we have difficulties with finding technology in the implementations of the curriculum in, at least, Swedish schools. So where did it go? I will give arguments that it is all there but it suffers from specialisation. If we think of techne appearing before the different natural science subjects it is a very natural thought that technology today is what is left "between" the more specialized subjects. However I believe that technology is created also in the meeting between two specialized subjects. When a physicist work with a chemist to solve a problem, than this work will very easy appear as technology from one or both parts view. Also not a revolutionary thought this may explain why the Swedish higher education is organized as it is and why we have diffculties to make a working curriculum for the lower grades.

    Fulltekst (pdf)
    FULLTEXT01
  • 29.
    Afram, Mirna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Lärares erfarenheter av elevsamarbete och samlära på gymnasiesärskolans individuella program: En studie om samspel, lärande och interaktion2018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 30.
    Agdahl, Sara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Eklund, Linda
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Vägar till specialpedagogiska insatser i förskolan: Att skapa förutsättningar för alla barns lärande - en intervjustudie2018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 31.
    Ageby, Cecilia
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Hellerstedt, Cecilie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Pedagogers inställning till utagerande barn i förskolan2012Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    Specialpedagogik
  • 32.
    Ahlberg, Maria
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm.
    Gauffin, Cathrine
    Stockholms universitet, Lärarhögskolan i Stockholm.
    Inkluderande undervisning2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Syftet med denna studie är att undersöka vilka likheter och skillnader i undervisningen som finns mellan en grundsärskoleklass och en grundskoleklass. Undersökningens metod är strukturerade observationer genomförda av två observatörer i en grundskoleklass och i en särskoleklass på samma skola. Olika aspekter av undervisningen observerades, av vilka några kan anses utgöra förutsättningar för en inkluderande undervisning. Dessa är: samarbete mellan pedagoger i undervisningen, ledarskapsmodeller, cooperativt lärande (samarbetsinlärning), dynamisk pedagogik samt samarbete mellan pedagoger i problemlösande undervisning. Resultatet visar på likhet mellan de båda skolformerna beträffande användandet av en organismisk modell med ett demokratiskt ledarskap, där grundsärskolans pedagoger endast använder det aningen mer frekvent än grundskolans pedagoger. Båda skolformerna använde även en mekanisk modell med ett auktoritärt ledarskap, i grundsärskolan förekom detta i mindre utsträckning än i grundskolan. Likheterna mellan skolformerna är att båda använder sig av ett växelspel mellan modellerna och ledarskapen och där båda skolformerna hade en tonvikt på en mekanisk modell med ett auktoritärt ledarskap. Resultatet visar på skillnader mellan de båda skolformerna avseende samarbetet mellan pedagogerna i problemlösande undervisning. I grundskolan hade pedagogerna mer frekvent ögonkontakt med varandra än pedagogerna i grundsärskolan har. Vad beträffar samtal för överenskommelse samt organisatoriska frågor utövades dessa i mindre utsträckning av pedagogerna i grundsärskolan jämfört med de i grundskolan. Analysen av data från åtta observationer visar att inkluderande undervisning bedrivs till viss del i de båda skolformerna, men att en traditionell pedagogik genomsyrar verksamheten, vilket kan påverka förverkligandet av målsättningen av en skola för alla.

    The purpose of this study is to examine what similarities and differences in teaching can be found when comparing a special needs school program and a mainstream primary school program. The study has been performed by two observers, using the method of structured observations, in a mainstream primary school program and a special needs school program; both programs were observed within the same school. Different aspects of teaching were observed, some of which may constitute conditions of an inclusive education. The aspects observed were: cooperation between teachers during class, leadership, cooperative learning, dynamic pedagogics and cooperation between teachers in problem-solving oriented teaching. The results show that there are similarities between the two school structures regarding the use of an organismic model with a democratic leadership, where the special needs school program teachers use it slightly more frequently than those of the mainstream primary school program. Both school structures also used a mechanical model with an authoritative leadership, this was used to a lesser extent in the the special needs school program than in the mainstream primary school program. The two school structures show similarities in the use of interaction between models and leadership, where both school structures emphasize on a mechanical model with an authoritative leadership. The results show differences between the two school structures regarding the cooperation between teachers in problem-solving oriented teaching. The mainstream primary school program teachers more frequently make eye-contact with each other than the teachers of the special needs school program. Regarding communication with the purpose to reach agreement and in organisational issues, the special needs school program teachers practice this to a lesser extent than those of the mainstream primary school program. The analysis of data from eight observations show that inclusive education is practiced in both school structures to some extent but that traditional pedagogic methods permeate the educational programs which have been studied, this in turn may affect the realization of a school for all.

    Fulltekst (pdf)
    FULLTEXT01
  • 33.
    Ahlgren, Marie
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Humlekil, Linn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    "Alla vill ju kunna läsa": en intervjustudie om speciallärares erfarenheter2019Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 34.
    Ahlgren, Rose-Marie
    Stockholms universitet.
    Skolelevers självvärdering1991Doktoravhandling, monografi (Annet vitenskapelig)
  • 35.
    Ahlm, Sara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    ”Språkstimuleringen måste byggas in i vardagen”: Verksamhetsstöd på förskolan och i grundskolans tidigare år för barn och elever med tal- och språksvårigheter.2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med den här studien är att undersöka vilket verksamhetsstöd det finns för barn och elever med tal- och språksvårigheter på förskolan och i grundskolans tidigare år. Frågeställningarna handlar om hur en talpedagog arbetar för att stödja barn med tal- och språksvårigheter, hur ett barns svårigheter kartläggs samt hur barns tal och språk stimuleras under den dagliga verksamheten. Som forskningsmetod har jag använt mig av intervju och observation.

    Resultatet visar att det stöd barnen får av talpedagogen är genom olika övningar som valts ut för att stimulera deras tal och språk. Talpedagogen kartlägger även barnens svårigheter med hjälp av Hellqvists fonemtest med vilket hon får kunskap om vad barnet redan kan och vad det behöver öva på. Både på förskolan och i skolan bygger pedagogerna in språkstimuleringen i vardagen på ett naturligt sätt genom att oftast utgå från barnens egna intressen och kunskaper. Detta har visat sig på förskolan genom att pedagogerna främst låter barnen ge förslag på vad de vill göra och utgå från detta, medan lärarna i skolan anpassar material och arbetsböcker utefter elevernas kunskapsnivå.

    Fulltekst (pdf)
    fulltext
  • 36.
    Ahlqvist, Per
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Livslångt lärande: Mer än ett CV?2014Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna uppsats är resultatet av en undersökning av två verksamheter som valt att använda ett icke-formellt verktyg för att synliggöra, erkänna och dokumentera lärande. Utgångspunkten i undersökningen har varit en önskan att pröva om kunskaper om arbetsliv och erfarenheter från arbetsliv är möjliga att synliggöra, erkänna och dokumentera med liknande status och kvalitetssäkring som inom det formella utbildningssystemet. Studien bygger på intervjuer med elever, deltagare och handledare på ett introduktionsprogram med handelsinriktning på gymnasiet samt på ett program i en kommunal arbetsmarknadsåtgärd. Gemensamt för målgruppen av ungdomar och unga vuxna i undersökningen var att de hade låg eller bristfällig utbildningsnivå samt att de riskerade att etableras i ett utanförskap.

    Undersökningen visar att det verktyg som använts visar bygger på en systematik som bidrar till att skapa en tydlig och pedagogisk lärandesituation samt ett arbetssätt som bidrar till en kvalitetssäkrad dokumentation. Den kompetens som deltagarna tillgodogjort sig visade sig även öka matchningsmöjligheterna på arbetsmarknaden. Verktygets etablering i samhället visade sig i undersökningen vara den svagaste länken i användandet. Verktyget upplevdes inte som tillräckligt kommunicerat och känt vilket var till elevernas nackdel. Kvalitetssäkringen visade brister inte minst vad gäller hanteringen av deltagarnas intyg över erhållet lärande. Trots goda resultat visade det sig också vara svårt för ansvariga tjänstemän att motivera kostnaden för användandet.

    Resultatet bör vara intressant för verksamheter som har tankegångar runt en integrativ syn på lärande samt om formella, icke-formella och informella verktyg för att synliggöra och erkänna lärande kan verka i symbios för att öka tillgången till det livslånga lärandet.

    Fulltekst (pdf)
    fulltext
  • 37.
    Ahlsén, Emelie
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm.
    Lundh, Nathalie
    Stockholms universitet, Lärarhögskolan i Stockholm.
    Teaching Writing in Theory and Practice: A Study of Ways of Working with Writing in the 9th Grade2008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The main purpose of this study is to take a closer look at how teachers work with writing and to examine some theories on the teaching of writing. Five teachers in two schools are included in order to get an insight in teachers’ practical work with EFL writing. This has been done through classroom observations and interviews. The results show that all teachers seem to use aspects from several theories. The results also show that the teachers’ level of awareness of theories on teaching writing varies

    Fulltekst (pdf)
    FULLTEXT01
  • 38.
    Ajagán-Lester, Luis
    Stockholms universitet.
    "De Andra": afrikaner i svenska pedagogiska texter (1768-1965)2000Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This study examines the way in which the image of the Sub-Saharan peoples is presented in the schools texts used in Sweden. The concept of ‘educational texts’ includes both used reading books and school texts for teaching geography. This study primarily concentrates on educational texts from 1768 up to 1965.

    The guiding questions of this research are as follows: What are the social factors that have contributed to shaping a certain image of Africans? What kind of messages concerning Africa may be detected in school texts? What type of emphasis can be perceived (in Africa’s discursive field)? What messages emanating from other cultural contexts have led to the elaboration of Swedish texts about Africa? How was the Swedish mental chart about Africa structured? What social identities led to the making of such texts? What type of ‘knowledge’ has been excluded from these school texts?

    The theoretical guidelines that organise this research are founded in Mikhail Bakthin’s critical discourse analysis and dialogism, the socio-semiotics approach and Raymond Williams’ notion of selective tradition. Raymond Williams’ notions of dominant culture transmission indicate that this process is characterised by selectivity of existing knowledge in a given historical period.

    The material has been classified into four periods. The first embraces the period from 1768 to 1850. It is characterised by its emphasis on the cultural differences between Africans and Europeans, who were considered sub-human and civilised, respectively. The second period - 1850 to 1920 - introduced the racial bias into the corpus of school texts. The metonymic language identifies Blacks with inferiority and Whites with superiority. During this period, school texts reproduce without criticism the colonialist’s arguments. The texts are permeated by oppositions of the type ‘we, the civilised’, ‘they, the barbarians’, ‘culture’ vs. ‘non-culture’, ‘religious’ vs. ‘pagans’, etc.

    The third period covers texts from mid-1920s till the end of the 1950s. School texts are impregnated of virulent scientific racism. Craniology and the idea of hereditary racial superiority or inferiority structure the examined texts.

    School texts of these three periods tend to monology and single-emphasis. In the early 1960’s - the last period under examination - witnesses the emergence of texts without racist contents. This period saw the appearance of books providing space for a large variety of voices and their main feature is dialogical. The stress on the difference between ‘them’ and ‘us’ gives way to the ‘similarity’ among cultures. This was the period of the gradual disappearance of such way of thinking that opposes ‘civilisation’ (us) and ‘barbarous’ (them).

    Our research indicates that the processes of selection of school knowledge play a fundamental role in cultural reproduction. The fact of having conceded a privilege position to some knowledge and disregarded others, led to the emergence - for almost 200 years - of a clear object in school discourse: the “alien-inferior-other”.

  • 39.
    Ajagán-Lester, Luis
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    Mot en pluritopisk hermeneutik2005Inngår i: Text och existens: hermeneutik möter samhällsvetenskap / [ed] Staffan Selander, Per-Johan Ödman, Göteborg: Daidalos, 2005, s. 143-160Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Luis Ajagán-Lester fokuserar i sin artikel `den andres hermeneutik` - mötet mellan medlemmar av olika kulturer och frågan hur hermeneutiken kan bidra med förståelse av den Andre. Både tolkningar som är baserad på avstånd i tid respektive rum aktualiserar frågan om hur man förstår sig själv genom bilden av den andre/det andra. Den bildade européns slutenhet i sin egen värld har bidragit till hermeneutikens `monotopika` karaktär. Begreppet `takt`framskrivs en central kategori mi mötet med den andre och i utvecklandet av en `pluritopisk`hermeneutik och `polyfon tolkningsprocess`.

  • 40.
    Ajagán-Lester, Luis
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Text och etnicitet: en diskussion om texter och etnisk självförståelse1999Inngår i: Textanalys: Introduktion till syftesrelaterad kritik, Studentlitteratur, Lund , 1999, s. 121-134Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 41.
    Akpinar, Madeleine
    et al.
    Stockholms universitet, Lärarhögskolan i Stockholm.
    Gökmen, Meggi
    Stockholms universitet, Lärarhögskolan i Stockholm.
    Olika skolor- Lika möjligheter?2007Independent thesis Basic level (professional degree)Oppgave
    Abstract [sv]

    Vår uppsats handlar om hur en invandrartät och icke invandrartät skola arbetar för att förbättra elevernas skolprestationer vad gäller betygen. Då den ena skolan är invandrartät utgör svenska2 och modersmålsundervisningen grunden för deras kunskapsinhämtande. Eftersom denna skola har en hög andel invandrarelever får de också tillägg till grundpengen vilket ger dem större frihet att fördela resurserna inom verksamheten. Den andra skolan, som har få invandrarelever, får däremot inget tillägg till grundpengen trots att även de har elever som är i behov av stöd. Där får skolledningen istället försöka fördela resurserna på bästa vis. Metoden vi använde oss utav var kvantitativ då vi hämtade statistik genom Statistiska Centralbyrån och Skolverket. Den kvantitativa informationen från statistiken har vi tolkat genom intervjuer med rektorer på vardera skolan samt ställt kompletterande frågor till utbildningskontoret i den ena kommunen. Frågorna till utbildningskontoret behövdes för att förklara lite mer detaljerat hur de delar ut resurser till skolorna i den icke invandrartäta kommunen då detta inte kunde besvaras av skolledningen. Dessa intervjuer utgjorde den kvalitativa metoddelen i arbetet. Det vi kom fram till var att skolorna har olika slags problematik att ta itu med och tillvägagångssättet därmed blir annorlunda. Rektorerna på de två skolorna gör allt som står i deras makt för att kunna erbjuda eleverna en så god skolgång som möjligt efter de resurser som de har att fördela.

    Fulltekst (pdf)
    FULLTEXT01
  • 42.
    Ala i´-Rosales, Shahla
    et al.
    University of North Texas.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    University Training for Behavior Analysts Specializing in Autism Interventions2010Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The growing number of children diagnosed with autism and the demand for evidence-based interventions has lead to an increase in the need for well-trained behavior analysts.  There are only a small handful of programs that are accredited by ABAI and have course sequences approved by the BACB.  Even fewer of these programs have formal institutional course approval for classes in autism.  The purpose of this paper is to describe a training summit that was held in September of 2009.  The purpose of the summit was to consider and discuss a wide range of issues involved in higher education and autism intervention and to produce a special volume of the European Journal of Behavior Analysis that would explore these issues.

  • 43.
    Ala í- Rosales, Shahla
    et al.
    University of North Texas.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Pinkelman, Sarah
    University of Oregon.
    Emerging Opportunities in Higher Education: Applied Behavior Analysis and Autism2010Inngår i: European Journal of Behavior Analysis, ISSN 1502-1149, Vol. 11, nr 2, s. 207-216Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

     

    The growing number of children diagnosed with autism and the recognized importance of evidence-based interventions has substantially increased the need for well-trained applied behavior analysts. Relative to public/consumer demand, there are very few higher education programs that are equipped to train behavior analysts specializing in autism. Worldwide, there are only a few programs accredited by Association for Behavior Analysis International (ABAI), that have course sequences approved by the Behavior Analysis Certification Board (BACB), and have formal institutional course approval for classes in autism and behavior analysis. The purpose of this paper is to introduce a series of expert commentary on the context, content and systems required to build quality higher education programs in autism and applied behavior analysis. Together the articles in this special section of the European Journal of Applied Behavior Analysis form a resource for faculty and university administrators interested in the development of innovative and socially relevant training programs in higher education.

    Fulltekst (pdf)
    FULLTEXT01
  • 44.
    Alameddine, Josefine
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    "Att 'simma' i hela sin personlighet": En genuskritisk diskursanalys om subjektivitet och kön, av ett urval texter om Reggio Emilia-filosofin2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna uppsats avser att studera framskrivningar om kön och barns subjektivitet, utifrån en samling texter som beskriver Reggio Emilia-filosofin och dess pedagogik. Med feministisk poststrukturalism och diskursanalys som teori och metod har jag i texterna sökt efter bland annat representationer, och utifrån dessa skrivit fram diskurser om barns subjektivitet respektive barn som könade subjekt. I materialet betonas en helhetssyn på barn, där barnet ses som ett kompetent, medskapande och unikt subjekt – men studien visar också att flickor och pojkar som generaliserade grupper beskrivs som delvis olika, och att denna antagna olikhet ger anledning till exempelvis gruppindelning efter kön. Dessa framställningar uppfattar jag stå i spänningsförhållande till varandra: diskursen om barn som könade kan förstås som begränsande för vad som ryms i diskursen om barns subjektivitet. Fokusering på olikhet mellan könen kan spåras till dels ett inom Reggio Emilia-filosofin värnande av just ”värdet” olikhet och dels en tanke om denna könsliga olikhet som något delvis inneboende hos barnen – en slags essens – som så att säga kommer före det relationella, kontextuella. Denna essentialistiska syn på könsligt bundna egenskaper förefaller stå i kontradiktoriskt förhållande till Reggio Emiliafilosofins betonande av individens unika subjektivitet. Studien gör gällande att denna olikhet, avseende kön, inte problematiseras i merparten av mitt material – men att det samtidigt tycks finnas en slags motdiskurs som gör detta problematiserande.

    Fulltekst (pdf)
    Josefine Alameddine Att simma i hela sin personlighet
  • 45.
    Aldenklint, Lina
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Åhlén, Lise-Lotte
    Ordförrådsinterventioner för barn och elever med språkstörning: En systematisk litteraturstudie om insatser som främjar semantisk och lexikal utveckling hos barn och elever med språkstörning.2019Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Ett välutvecklat språk är ett viktigt redskap för att kunna förstå, lära och delta i både skola och samhälle. I skolsammanhang ställs höga krav på förståelse av abstrakta ord och begrepp inom samtliga ämnen. Barn och elever med språkstörning har svårare att koppla ord till dess underliggande betydelse, än vad jämnåriga kamrater med typisk språkutveckling har.

    Syftet med denna systematiska litteraturstudie var att undersöka vilka språkliga interventioner som främjar semantisk och lexikal utveckling hos barn och elever med språkstörning. Utifrån sökorden ordförrådsintervention (vocabulary intervention), språkstörning (SLI/DLD) semantik (semantic) och lexikal (lexical) valdes vetenskapliga artiklar ut för analys.

    Resultatet visar att det finns ett antal språkliga interventioner som givit positiva utslag hos barn och elever med språkstörning. En gemensam nämnare i flertalet studier var att interventionerna genomfördes i en-till-en-situationer med utbildad personal. Annat gynnsamt som framträdde var vikten av att ge flera förklaringar till ett ords betydelse: exempelvis genom bildstöd, genom att få ordet presenterat i en kontext eller förklarat med hjälp av synonymer. Det framkom också att individer med språkstörning behöver få höra ord upprepade gånger för att befästa orden och dess betydelser.

    Språkliga och kognitiva begränsningar som framträdde hos barn och elever med språkstörning var bland annat svårigheter med berättarförmåga, läsförståelse och att göra inferenser under läsning. Vi fann även att barn och elever med språkstörning kan ha svårt med det fonologiska korttidsminnet, ordproduktion, ordmobilisering, ordvariation och mentalisering. Jämfört med jämnåriga kamrater med typisk språkutveckling visade vår studie att barn och elever med språkstörning har en svagare språkutveckling generellt.

    Fulltekst (pdf)
    Ordförrådsinterventioner vid språkstörning Aldenklint Åhlén
  • 46.
    Aldskogius, Suzanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Persson, Katja
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Play Time/Social Time: ett sätt att främja inkludering i svensk förskola?2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Forskning visar att barn i behov av särskilt stöd inte deltar i lek med kamrater i samma utsträckning som sina kamrater och därmed riskerar att missa viktiga delar i sin utveckling såsom samspel och delaktighet. Syftet med denna studie var att undersöka möjligheter och hinder med det evidensbaserade materialet Play Time/social Time som metod för att utveckla sociala färdigheter och samspel i lek hos barn i behov av särskilt stöd och deras kamrater. Studien belyser ett sociokulturellt perspektiv där lärande och utveckling sker genom samspel med andra. Det empiriska materialet har samlats in genom fyra observationer på två förskoleavdelningar och fem fokussamtal med två förskollärare. Ett framträdande resultat visar att förskollärarna ser positivt på att använda sig av ett evidensbaserat material för att träna lek och samspel med barnen då de kan se att det skulle gagna alla barn på flera plan. Att synliggöra leken och lekfärdigheter för både barn och pedagoger som en demokratisk rättighet i förskolans verksamhet ses också som en vinst med programmet. Ett dilemma deltagarna uppmärksammar handlar bland annat om hur kamrater kan motiveras att vara rollmodeller i leken. Diskussionens tyngdpunkt ligger i resultatets synliggörande av miljöns betydelse för sociala möten och kamraternas roll i programmet.

    Fulltekst (pdf)
    fulltext
  • 47.
    Aldskogius, Suzanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Persson, Katja
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Play Time/Social Time: Ett sätt att främja inkludering i svensk förskola?2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 48.
    Alexandersson, Camilla
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lundh, Johanna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    ”Men jag är ju den där förlorade generationen…(skratt)” - Äldres erfarenheter och upplevelser av delaktighet, datorer och IT2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Användning av Informations- och kommunikationsteknik (IKT) är idag ett naturligt inslag i många människors vardag. Samtidigt uppmärksammas risken med digitala klyftor av flera samhällsinstanser. I detta sammanhang nämns äldre som en av de grupper som riskerar att hamna efter, vilket i förlängningen kan leda till ett utanförskap från den demokratiska processen på grund av bristande tillgång till eller kunskap om datorer och Internet. Studiens syfte är att belysa äldres upplevelser och erfarenheter av datorer och IT och sin delaktighet i IT-samhället idag. Studien är inspirerad av etnografisk metod och har ett socialkonstruktionistiskt perspektiv där ålder kan förstås som en skapad social kategori. Empirin baseras på sex intervjuer med äldre som börjat på en datorkurs, samt av deltagande observationer som genomfördes under datorkursen. I resultatet framkommer det att ett tvång upplevs gällande att hänga med i den tekniska utvecklingen, vilket kan vara stressande och frustrerande. Samtidigt känner informanterna att det är viktigt att ”hänga med” i samhället, och de uttrycker en nyfikenhet inför tekniken. Informanterna tar sig an datorn på ett aktivt sätt. Betydelse för att lära sig är vinningar man ser i vardagen som att hålla kontakt med barnbarn, söka information och klara sig själv. Samtidigt finns en underliggande tanke om sig själv och andra, där ålder ges betydelse i fråga om att det är svårare att lära sig som gammal, eller att äldre lärare är att föredra då de har mer förståelse. I motsats till detta uttrycks att en god lärare inte är avhängigt ålder, och de personer som finns som stöd i informanternas omgivning oftast är yngre.

    Fulltekst (pdf)
    FULLTEXT01
  • 49.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Byråkrati, marknad eller lotteri?: Organisation och styrning av utbildning: effekter och risker för specialpedagogiska verksamheter2009Inngår i: Offentlig sektor och komplexitet: Om hantering av mål, strategier och professioner / [ed] Petra Adolfsson och Rolf Solli, Lund: Studentlitteratur , 2009, s. 199-225Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 50.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Emerging themes in the meeting between teachers and parents: when the children have special needs disabilites or are at risk2011Inngår i: Educazione familiare e servizi per l'infanzia: Education familiale et services pour l'enfance. XIII Congresso Internazionale. Firenze, 17-19 novembre 2010 / [ed] Catarsi, Enzo; Pourtois, Jean Pierre, Firenze: Firenze University Press , 2011, s. 99-Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Relations characterised by collaboration and alliance between staff and parents of children with particular needs, experiencing developmental challenges or disabilities are necessary conditions of a favourable educational situation. Several studies testimony the protective role of positive educational experiences for children at risk, but the educational experiences of these children are not always satisfactory and propitious for their future development. Studies on the experiences of the meetings between parents and educational staff describe which difficulties may arise in the form of conflicts, communication problems, loss of trust and reciprocal devaluation and critique. The meetings between families and the services are not just personal encounters; they are also influenced by the characteristics and structures of the surrounding educational context. The themes emerging from several studies can be related for instance to the fight for the support and the resources, and to the definition of the child’s needs, potential and of what is the best for the child. The analysis and reflection on these themes and their motives should help the teachers to understand and prevent these risks, changing the responses to the parents adequately.

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