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  • 1.
    Abdelmoez, Joel W.
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Middle Eastern Studies. Stockholm University, Faculty of Social Sciences, Department of Special Education.
    The Egyptian broadcasting sector between 1920 and 20202020In: Routledge Handbook on Arab Media / [ed] Noureddine Miladi, Noha Mellor, Routledge, 2020, p. 63-73Chapter in book (Refereed)
    Abstract [en]

    The chapter provides a brief overview of the development of the broadcasting sector in Egypt, demonstrating the significance of this sector in promoting the ideologies and policies of Egypt’s successive regimes, beginning with Nasser’s through al-Sisi’s governments. Although the sector was subjected to liberalization, under Mubarak’s rule, state television still dominated the broadcasting sector and controlled the dissemination of public information and news. When private licenses were granted, the new private stations were barred from engaging in newsgathering, and those who overstepped this line quickly lost their licenses. The hope for political changes after the overthrow of Mubarak has largely dissipated, as media censorship has continued under the Supreme Council of the Armed Forces (SCAF) and the Brotherhood’s Mohamed Morsi, and it has intensified under al-Sisi’s presidency.

  • 2.
    Abdulle, Asha
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Mårsén, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    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 credits / 15 HE creditsStudent thesis
    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.

     

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  • 3.
    Abenius, Nina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Fogelberg, Marie
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Samspelet mellan fonologi, minne och inlärning hos unga vuxna och vuxna med språkstörning: En systematisk litteraturstudie2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 4.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Dis/ability literacy through parenting2017In: Abstract book: NNDR 14th Research Conference, Örebro University, May 3-5. 2017, 2017Conference paper (Refereed)
    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.

  • 5.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    The role of uncertainty in the development of disability literacy: drawing on examples of processes of becoming in parenting a deaf child2018In: Lancaster Disability Studies Conference, Lancaster: Lancaster University , 2018, p. 22-22Conference paper (Refereed)
    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. Parents continue arriving as they continue ‘reading their child’, continuous arrivals which imbue their interactions with groups like their child. 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. The presentation will include an example of an online program being developed to facilitate communication and understanding between hearing people and people who are deaf or hard of hearing in order to increase awareness, actions and commitment to goals of more inclusive and equal conditions.

  • 6.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Uncertainty and disability literacy: Drawing on processes of becoming in parenting a deaf child to inform teachers’ professional development2019In: Book of Abstracts, 2019Conference paper (Refereed)
    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.

  • 7.
    Adams Lyngbäck, Liz
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Dutt, Khaleda Gani
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Is development even desirable from a disability perspective? Two proposals for replacing ableist assumptions and forming development practices on what works for people with disabilities2018Conference paper (Other academic)
    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.

  • 8.
    Adams Lyngbäck, Liz
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Mia, Larsdotter
    Certec - Rehabiliteringsteknik och Design, Lunds universitet.
    Paul, Enni
    Stockholm University, Faculty of Humanities, Department of Language Education.
    New barriers and new possibilities: Confronting language inaccessibility in and around a pandemic2021In: Accessibility Denied. Understanding Inaccessibility and Everyday Resistance to Inclusion for Persons with Disabilities / [ed] Hanna Egard, Kristofer Hansson, David Wästerfors, Routledge, 2021, p. 140-155Chapter in book (Refereed)
    Abstract [en]

    This chapter presents three cases of language inaccessibility during the COVID-19 pandemic. Using the concepts of linguicism, ableism and audism we will examine and discuss: (1) how ideas about ability lead to (re)-oppression, (2) when and how changes reversing language inaccessibility can come about, and (3) how oppression, once it is known, still doesn’t change practices. Ethnographic and netnographic observations of and from within activist and non-governmental groups have been employed to collect data for three cases of how the deaf, the hard-of-hearing, and people with cognitive disabilities were affected by the pandemic. The results reveal (re)formation of obstacles to education when moved online, blocked access to vital healthcare information due to institutionalised language inaccessibility and how activist, non-governmental groups and stakeholders themselves, in coalition, overcame some of the barriers through activism which taught others about their own vulnerability.

  • 9.
    Adams Lyngbäck, Liz
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Paul, Enni
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Becoming established: a gendered educational effort for learning Swedish2018Conference paper (Other academic)
    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.

  • 10.
    Adams Lyngbäck, Liz
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Paul, Enni
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lingustic work is care work: Cripping and languaging in adult education of immigrant d/Deaf and hard or hearing students2023Conference paper (Other academic)
    Abstract [en]

    In this presentation we discuss how linguistic care work (Henner & Robinson, 2021) is manifested in classroom interaction between students and teachers in adult education for immigrant d/Deaf and hard of hearing students in Sweden. The empirical material consists of video- and audio-recordings, images and fieldnotes from classroom interaction and audio-/video-recorded interviews with teachers and students. This is part of an action research project where the aim is to develop teaching practices involving various visual resources to promote student participation and language learning in education, as well as to provide knowledge about teachers’ and adult students’ experiences of visual resources in teaching and learning. 

    By drawing on social semiotics and Crip Linguistics – which provides critical linguistics with a necessary disability lens – we explore how meaning is co-constructed in the classroom, through embodied communication, use of visual resources, technology and translanguaging between signed and spoken languages. We are illustrating and examining conditions forefronting respect and patience for language user’s own linguistic repertoire and resources as the essence of linguistic care work in joint meaning-making in the classrooms. The results illuminate how combined multiple resources support student participation and investment in communication and learning when languaging practices are enmeshed in particular material conditions. This linguistic care is embedded in crip time (Samuels & Freeman, 2021), which we use to problematize how adult education in Sweden, lacking linguistic justice, is framed in ideas of effective language learning with emphasis on quick establishment on the labor market through instrumental ‘language as skill’ acquisition. This stands in stark contrast to what is conducive to relational conditions, as we argue linguistic work is care work.  

    References:

    Henner, J., & Robinson, O. (2021). Unsettling Languages, Unruly Bodyminds: Imaging a Crip Linguistics. https://doi.org/10.31234/osf.io/7bzaw

    Samuels, E. & Freeman, E. (2021). Introduction: Crip temporalities. South Atlantic Quarterly 120(2). 245–254. https://doi.org/10.1215/00382876-8915937 

     

  • 11.
    Addensten, Emelie
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Abbas, Amal
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Självreflektion avseende inkludering i förskolan: Förskollärares upplevelser av ett självreflektionsverktyg2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 12.
    Aderounmu, Adeola
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Högman, Yvonne
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Åtgärdsprogram på grundsärskola och gymnasiesärskola: processen och utvecklingen. Jämförelsestudie mellan grundsärskola och gymnasiesärskola2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Enligt Skollagen ska åtgärdsprogram (Åp) upprättas för alla elever i behov av särskilt stöd för att uppnå kunskapskraven i alla skolformer. Avvikelser mellan riktlinjerna och implementeringen av Åp förekommer ofta på grundsärskolan och gymnasiesärskolan. Det finns också många utmaningar som påverkar utarbetande respektive genomförande av åtgärdsprogram på särskolan. Denna utforskande samt beskrivande studie syftar att undersöka utvecklingsmöjligheter för processen kring åtgärdsprogram utifrån lärarens upplevelse i grundsärskolan samt gymnasiesärskolan. I föreliggande studie använde vi Agile teori som teoretisk utgångspunkt. Vi genomförde en enkätundersökning för att samla in data från lärare som arbetar i grundsärskolan och gymnasiesärskolan. 62 lärare sammanlagt svarade på frågeformuläret. Vi analyserade det mesta av datamaterialet kvantitativt med Statistical Package for the Social Sciences (SPSS) samt gjorde en kvalitativ tematisk analys på en öppen fråga i formuläret. Resultaten visar att utmaningarna inför implementering av åtgärdsprogram kvarstår. I strid mot föreskrift i styrdokument ges inte alla elever i behov av särskilt stöd möjlighet att delta i utarbetande av Åp. Vi ser även att inte alla vårdnadshavare till elever i behov av särskilt stöd ges möjligheter att delta i processen. Vi fann att användandet av Åp i lektionsplanering är låg i grundsärskolan och gymnasiesärskolan samt att det saknas koppling mellan Åp processen och undervisningsplaneringen för elever i behov av särskilt stöd. Vår studie belyser behovet av att söka utvecklingsmöjligheter till exempel kompetensutveckling och kollegialt samarbete för personal i särskolan. Sådana förbättringsåtgärder kan fylla en del av klyftan som upplevs mellan riktlinjer och praktik gällande åtgärdsprogram.

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    Åtgärdsprogram på grundsärskola och gymnasiesärskola
  • 13.
    Adevik, Ylva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Wahrby, Ellen
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Fatta pennan!2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 14.
    Afram, Mirna
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lärares erfarenheter av elevsamarbete och samlära på gymnasiesärskolans individuella program: En studie om samspel, lärande och interaktion2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 15.
    Agdahl, Sara
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Eklund, Linda
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Vägar till specialpedagogiska insatser i förskolan: Att skapa förutsättningar för alla barns lärande - en intervjustudie2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 16.
    Ageby, Cecilia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Hellerstedt, Cecilie
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Pedagogers inställning till utagerande barn i förskolan2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
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    Specialpedagogik
  • 17.
    Ahlgren, Marie
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Humlekil, Linn
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    "Alla vill ju kunna läsa": en intervjustudie om speciallärares erfarenheter2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 18.
    Ahlm, Sara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    ”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 credits / 15 HE creditsStudent thesis
    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.

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  • 19.
    Ahlmark, Jenny
    Stockholm University. Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Om jag får välja mitt eget stöd: Ungdomars upplevelser av skolans stöd i läsning och skrivning2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att få kunskap om hur elever med läs- och skrivsvårigheter/dyslexi upplever skolans stöd i läsning och skrivning. Sex ungdomar mellan 12 och 20 år har intervjuats. Utsagorna har analyserats tematiskt med en fenomenologisk ansats. Resultatet visar att eleverna vill att lärarna ska lyssna och beakta deras åsikter gällande vilket stöd som de behöver, samt var, hur och när detta ska ges. Eleverna upplever skilda svårigheter i läsning och skrivning, vilket även kan resultera i problem gällande de teoretiska ämnena. Praktiska ämnen beskrivs däremot vara lätta och roliga. Att ha tillgång till läroböcker uppges vara viktig, eftersom dessa beskriver och konkretiserar ämnets innehåll. Vidare upplevs datorn kunna ge stöd för skrivandet. Att undervisningen anpassas inom den vanliga klassen föredras av eleverna, men samtidigt kan det även upplevas positivt att ha tillgång till stöd utanför klassrummet. Att ha kamrater, både bland de som befinner sig i liknande svårigheter och andra, beskrivs också vara viktigt. Sociala relationer och lärarnas kompetens bidrar till stor del gällande inställningen till skolan i allmänhet.  Om skolan anpassar organisationen och utvecklar undervisningen, ökar möjligheten till att kunna beakta varje elevs vilja. Det är också viktigt att olika etiska aspekter lyfts fram och diskuteras i skolan, exempelvis gällande lärarnas förhållningssätt gentemot eleverna. Elevernas röster kan ge oss viktig vägledning i arbetet mot en inkluderande skola, om vi bara tar oss tid att lyssna.

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    FULLTEXT01
  • 20.
    Ahlqvist, Göran
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Larsson, Jan‑Olov
    von Rosen, Tatjana
    Stockholm University, Faculty of Social Sciences, Department of Statistics.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Rydelius, Per‑Anders
    The Sävsjö-school-project: a cluster-randomized trial aimed at improving the literacy of beginners—achievements, mental health, school satisfaction and reading capacity at the end of grade three using an alternative school curriculum2019In: Child and Adolescent Psychiatry and Mental Health, E-ISSN 1753-2000, Vol. 13, article id 27Article in journal (Refereed)
    Abstract [en]

    Background

    A curriculum was planned using modern concepts based on the “old” principles to test if such an educational intervention provided pupils with good mental health and a solid basis for good reading and writing skills, as well as generated a positive attitude to learn. These “old” principles were based on previous knowledge derived from school psychiatry (which in Sweden was a branch of child and adolescent psychiatry 1915–1970), educational psychology and the educational approach from the differentiating Swedish School system of 1946–1970 (itself based on the principles of curative education “Heilpädagogie”, which was later renamed mental health care).

    Methods

    All six available schools in the small Swedish city of Sävsjö participated in the study. In these six schools there were eight preschool classes that included every 6-year old child living in the city. In total there were 184 families with 186 children (including 2 pairs of twins) who belonged to these preschool classes and were invited to take part in the study. One family moved just before school-start and 8 decided not to participate, thus 177 children (84 boys and 93 girls, aged 5.6–6.6 years) entered the study. The preschool classes were randomized into an experimental group with four preschool classes and a comparison group with four preschool classes. The experimental group followed a teaching program from the start of the preschool year until the end of grade 3 that was tailored to each student’s individual capacity based on the concepts of school maturation and curative education used in the Swedish schools during the period 1946–1970. The comparison group followed today’s average Swedish school curriculum. The project was planned as an intervention study covering the preschool year and the first 3 years of elementary school, which was to form a basis for a follow-up when the pupils had left senior high, the 12th year in Swedish public school. The outcome and the achievements were measured at end of grade 3 using standardized tests on reading, writing and mathematical skills. Behavior was assessed at school start and at end of grade 3 using the Child Behavior Check List (CBCL-scales) in addition to a questionnaire on Attention Deficit Hyperactivity Disorder (AD/HD) with criteria from DSM-IV. The children made a self-evaluation of their attitude towards learning.

    Results

    At the end of school year 3, the children in the experimental group had an improved reading capacity (p = 0.002, effect size(es) = 4.35) and reading comprehension (p = 0.03, es = 0.04). They evaluated their own reading (p = 0.02, es = 0.23), writing (p = 0.007, es = 0.35) and mathematical skills (p = 0.003, es = 0.48) as going “very well” when compared to comparison group. Differences regarding intelligence quotas between the groups at the start of school had disappeared by the end of grade 3. No differences referring to CBCL were found at end of grade 3. One child in the comparison group fulfilled criteria for AD/HD, according to parents and teachers.

    Conclusions

    The alternative curriculum covering the preschool year through the first 3 years of elementary school based on the old principles from curative education (“Heilpädagogie”), educational psychology and school psychiatry gave the children in the experimental group a better reading capacity and reading comprehension.

    Trial registration The study started in 1998. The data were collected longitudinally and prospectively but have not been analyzed until now, with the children having left senior high. A retrospective registration in the ISRCTN is pending.

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  • 21.
    Ahlqvist, Göran
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Rydelius, Per-Anders
    Karolinska Institutet, Sweden.
    The Sävsjö school project: A follow-up at the end of junior- and senior-high school of students that participated in a universal intervention at school start2021In: International Journal of Educational Research Open, ISSN 2666-3740, Vol. 2-2, p. 1-9, article id 100077Article in journal (Refereed)
    Abstract [en]

    A follow-up to the Sävajö school project, a universal intervention, from 1998 to 2002 is presented in this paper. The project was a cluster-randomised trial aimed at improving the literacy of beginners from the perspective of factors like achivements, mental health, school satisfaction, and reading capacity at the end of grade 3, while using an alternative curriculum. Half of all the six-year-olds (n = 92, of whom 48 attended single-age classes and 44 attended mixed-age ones) starting kindergarten were assigned to the intervention group. The comparison group (n = 85) followed the regular curriculum. The follow-ups after grades 9 and 12 show that the improvements observed after grade 3 persisted at the end of grade 9 in the experimental group attending single-age classes, but were not sustained for those who had atteded mixed-age classes. The students who had attended the experimental single-age classes were more likely to have completed their studies at the end of grade 12.

  • 22.
    Ahlström, Linda
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Man bygger lösningar efter de barn man har: En studie om några pedagogers arbetssätt kring inkluderande undervisningssituationer.2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with my study was to examine how some tachers interpret the term inclusion and how they implement it in their work. Information has been collected through focus interviews with sex teachers from two pedagogical teams at an elementary school in Stockholm. The mail questions regarded the teachers view and thoughts on inclusion and also eventual difficulties they saw by working with inclusion within the classroom. The study showed that there was a difference of opinion between the interviewed teachers on what including workway was. One of the pedagogical teams said that all the students should be in the classroom in order to feel included. The other team said that it was not the classroom but that students should feel included in the learning process. Many of the teachers felt that working with inclusion through learning and teaching meant that the students should feel they succeeded. Homework and lessons were adapted to the student’s individual needs. Teachers used different methods in working with inclusion in their lessons. The difficulties they seen in their work were to succeed in keeping all the students working and challenge them as far as possible. There were also difficulties finding balance between those students who needed help and those that were independent.   

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  • 23.
    Ahlström, Margareta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ek, Ulla
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Behovs- och kunskapsinventering av bedömningsstöd i särskolan2015Report (Other academic)
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    Behovs- och kunskapsinventering av bedömningsstöd i särskolan
  • 24.
    Aho, Nilüfer
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lindeberg, Ulrika
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Hållbar skolutveckling för flerspråkiga elever med språkstörning2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 25.
    Akbaryian, Hoda
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Kahlin, Sara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Traumatiserade barn från krig: -        En studie om vad två pedagoger och en psykolog berättar om sina möten med dessa barn2009Independent thesis Basic level (degree of Bachelor), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [sv]

    I detta examensarbete har vi valt att forska om krigets inverkan på barn vilket blev vår utgångspunkt till syftet. Syftet blev att undersöka vad två pedagoger och en psykolog berättar om krigets inverkan på traumatiserade barn från krig. Vi har i litteraturöversikten presenterat olika faktorer som kan påverka barnens utveckling som exempelvis trauma, posttraumatisk stress och kris. Vi har även valt att presentera olika pedagogiska och psykologiska metoder som visar på hur man kan bearbeta barnens traumatiska upplevelser. Vi valde att intervjua två lärare och en psykolog för att ta del av deras erfarenheter kring arbetet med traumatiserade barn från krig. Vi började med att läsa mycket litteratur om krigets påföljder och dess effekter för barnen. Sedan bestämde vi oss för att intervjua två pedagoger och en psykolog för att få en bild av verkligheten. Litteraturen stämde överens med praktiken men vi upptäckte en ny viktig aspekt som människor tidigare kan ha förbisett. Den nya viktiga aspekten visade sig vara pedagogers personliga behov i arbetet med traumatiserade barn. Pedagogerna går in i en nära personlig relation till barnen. Psykologen lägger tonvikt på det psykiska medan pedagogerna visar sina erfarenheter som bygger på ett pedagogiskt synsätt.

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  • 26.
    Akfidan, Madelen
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Karlsson, Mona
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Vems matematiska problem är det eleverna ska formulera?: Matematiklärares resonemang om undervisning i matematisk problemlösning i årskurs 4–6 där integrerade elever deltar2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ämnesområdet ”Problemlösning” är väsentligt för alla elever oavsett skolform, men en nödvändig aspekt av problemlösningen, nämligen "matematisk formulering av frågeställningar” saknas i grundsärskolans kursplan i matematik (LGRSÄR11), som de integrerade eleverna följer. Syftet med denna studie var att undersöka hur matematiklärare resonerar gällande undervisning i matematisk problemlösning där integrerade elever deltar. Studiens urval innefattar fem matematiklärare som undervisar i årskurserna 4 – 6 och datainsamlingen har skett genom semistrukturerade intervjuer. Studiens resultat visar att lärarna är övertygade om att alla elever, inklusive de integrerade, ska få arbeta med att formulera matematiska frågeställningar. Däremot ligger lärarnas fokus i stor utsträckning på att organisera elevgrupper som ”passar” det aktuella problemet och i lägre utsträckning på att utföra ämnesanalys och undersöka elevernas aktuella kunnande i relation till ämnet för att skapa ett för eleverna angeläget problem. Kommande uttrycksändring i LGR22 och LGRSÄR22 vilket innefattar en växling från uttrycket “vardagliga situationer” till uttrycket “elevnära situationer” tycks bidra till att lärarna gör ett perspektivbyte samt sätter fokus på den enskilde elevens situation. Fokus ligger dock på elevernas aktuella kunnande samt sätt att tänka. Kunskaper om teoretiska begrepp kan möjliggöra undervisning som främjar utveckling av förmåga att formulera matematiska frågeställningar hos alla elever, inklusive integrerade. 

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  • 27.
    Ala i´-Rosales, Shahla
    et al.
    University of North Texas.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    University Training for Behavior Analysts Specializing in Autism Interventions2010Conference paper (Other academic)
    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.

  • 28.
    Ala í- Rosales, Shahla
    et al.
    University of North Texas.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Pinkelman, Sarah
    University of Oregon.
    Emerging Opportunities in Higher Education: Applied Behavior Analysis and Autism2010In: European Journal of Behavior Analysis, ISSN 1502-1149, Vol. 11, no 2, p. 207-216Article in journal (Refereed)
    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.

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  • 29.
    Albinsson, Malin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Back, Marie
    Björk, Marie
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Bushby, Thomas
    Jacobsson, Charlotte
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lantz, Maria
    Hallberg, Linda
    Klemets, Anna
    Skoglöw, Christin
    Strömbäck, Anette
    Kartläggning av särskilt stöd och tidiga insatser: Fallstudier av internationella utbildningssystem2016Report (Other academic)
  • 30.
    Aldenklint, Lina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    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 credits / 15 HE creditsStudent thesis
    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.

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    Ordförrådsinterventioner vid språkstörning Aldenklint Åhlén
  • 31.
    Aldskogius, Suzanne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Persson, Katja
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Play Time/Social Time: ett sätt att främja inkludering i svensk förskola?2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Research shows that children in need of special support do not participate in play with peers to the same extent as their peers and therefore risk missing important parts of their development, such as interaction and participation. The purpose of this study was to examine opportunities and possible barriers in the application of the evidence-based program Playtime / Social Time, as a method to develop social skills and interaction in the play of children with special educational needs and their peers, using a peer-mediated approach. The study highlights a socio-cultural perspective where learning and development takes place through interaction with others. The empirical data were collected through four observations in two inclusive pre-school classes with XX children aged 3-5, and through five focus conversations with two preschool teachers during 5 weeks, when the application of some program activities was carried out by the teachers in their classes. One prominent result shows that preschool teachers welcomes the use of an evidence-based material to practice play and interaction with the children. The teachers believe that it would benefit all children on many levels. Another perceived benefit of the program is that it contributes to making play and play skills visible for teachers and children and give support in considering play as a democratic right for children. An issue, which the participants acknowledge they have to think more about, concerns if and how peers would be motivated to be role models in the play situation. The focus of the discussion lies in the result of the importance of the environment for social encounters and on the importance of the role of peers in the program.

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  • 32.
    Aldskogius, Suzanne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Persson, Katja
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Play Time/Social Time: Ett sätt att främja inkludering i svensk förskola?2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 33. Alfredsson Ågren, Kristin
    et al.
    Hemmingsson, Helena
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Kjellberg, Anette
    Internet activities and social and community participation among young people with learning disabilities2023In: British Journal of Learning Disabilities, ISSN 1354-4187, E-ISSN 1468-3156, Vol. 51, no 2, p. 125-134Article in journal (Refereed)
    Abstract [en]

    Background: A digital lag has been reported on access to the internet and performing internet activities for young people with learning disabilities in everyday life.

    Aim: The aim of this study is to explore environmental opportunities and challenges when performing internet activities and how internet use influences social and community participation for young people with learning disabilities from the perspectives of the target group.

    Methods: An inductive design was applied, with focused observations and follow-up interviews of 15 internet-using young persons with learning disabilities in their everyday settings. The data was analysed interpretatively using open coding.

    Findings: The environment offered both opportunities and challenges in terms of the design of digital devices and digital support. Support from peers was often preferred. All participants performed internet activities related to social participation although not all used social media. Searching for information was performed, however, finding the information or understanding it was challenging and led to restricted participation in the community.

    Conclusion: More examples of internet use positively influencing social participation were found, contrary to community participation. It is indicated that concrete learning situations when using the internet for social participation were more adapted to the participants and promoted this type of participation, contrary to situations of internet use influencing community participation.

  • 34. Alfredsson Ågren, Kristin
    et al.
    Kjellberg, Anette
    Hemmingsson, Helena
    Stockholm University, Faculty of Social Sciences, Department of Special Education. Linköping University, Sweden.
    Access to and use of the Internet among adolescents and young adults with intellectual disabilities in everyday settings2020In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532, Vol. 45, no 1, p. 89-98Article in journal (Refereed)
    Abstract [en]

    Background: The aim of this study was to explore and describe access to the Internet and how it is used among adolescents and young adults with mild and moderate intellectual disabilities in their everyday settings.

    Method: Data were collected through observations of and interviews with 15 participants with intellectual disabilities, aged 13–25 years, on access and use of the Internet in school or work and at home or in their free time. A qualitative content analysis was used.

    Results: Main findings were categorised into: access to the Internet in different settings, challenges when using the Internet and strategies to handle the digital environment and take part in Internet activities.

    Conclusions: This study revealed that participants had access to Internet connections and to a high number of Internet-enabled devices. Participants used the Internet through strategies when doing Internet activities, for example using pictures and reducing the number of Internet-enabled devices used in their everyday settings.

  • 35. Alfredsson Ågren, Kristin
    et al.
    Kjellberg, Anette
    Hemmingsson, Helena
    Stockholm University, Faculty of Social Sciences, Department of Special Education. Linköping University, Sweden.
    Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study2020In: New Media and Society, ISSN 1461-4448, E-ISSN 1461-7315, Vol. 22, no 12, p. 2128-2145Article in journal (Refereed)
    Abstract [en]

    Internet use is an integrated part of everyday life, especially among young people. However, knowledge of this for young people with disabilities is scarce. This study investigates digital participation of adolescents with intellectual disabilities by comparing aspects of Internet use among adolescents with and without intellectual disabilities. Cross-sectional comparative design was used and a national survey from the Swedish Media Council was cognitively adapted for adolescents with intellectual disabilities aged 13-20 years. The results reveal that a significantly lower proportion of the 114 participating adolescents with intellectual disabilities had access to Internet-enabled devices and performed Internet activities, except for playing games, than the reference group (n = 1161). The greatest difference was found in searching for information. Analyses indicate that adolescents with intellectual disabilities are following a similar pattern of Internet use as the reference group, but a digital lag is prevalent, and a more cognitively accessible web could be beneficial.

  • 36. Alfredsson Ågren, Kristin
    et al.
    Kjellberg, Anette
    Hemmingsson, Helena
    Stockholm University, Faculty of Social Sciences, Department of Special Education. Linköping University, Sweden.
    Internet opportunities and risks for adolescents with intellectual disabilities: a comparative study of parents' perceptions2020In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 27, no 8, p. 601-613Article in journal (Refereed)
    Abstract [en]

    Background: In contemporary society internet and digital competencies are used to perform activities.

    Aim: The aim of this study is to investigate opportunities and risks of internet use as perceived by the parents of adolescents with intellectual disabilities (ID) in comparison with a national reference group of parents of adolescents.

    Methods: This was a cross-sectional study with group comparisons using a national survey. Analyses were carried out using Fisher’s exact test and logistic regression to control for confounding factors.

    Results: A significantly higher proportion of parents of adolescents with ID perceive opportunities associated with internet use and playing games, and a lower proportion perceive risks with negative consequences, compared with the reference group. Significantly more parents of adolescents with ID perceive their adolescent never use smartphones and social media compared with the reference group. Fewer parents of adolescents with ID have concerns about online risks for their adolescents compared with the reference group.

    Conclusion and Significance: The results provide new knowledge for occupational therapists to support positive risk-taking in internet-use for adolescents with ID, in collaboration with their parents, to enable the development of digital competencies and digital participation in everyday life in a digitalised society.

  • 37. Alfredsson Ågren, Kristin
    et al.
    Kjellberg, Anette
    Hemmingsson, Helena
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Internet-use among adolescents with intellectual disabilities in Sweden2018Conference paper (Other academic)
  • 38. Alkhateeb, Jamal M.
    et al.
    Hadidi, Muna S.
    Mounzer, Wissam
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    The Impact of Autism Spectrum Disorder on Parents in Arab Countries: A Systematic Literature Review2022In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 13, article id 955442Article in journal (Refereed)
    Abstract [en]

    Background: Having a child with autism spectrum disorder can have significant psychological effects on parents. This systematic review summarizes the current state of literature underscoring the impact of autism spectrum disorder (ASD) on parents in Arab countries

    Methods: A systematic search of seven databases (PubMed, Scopus, ProQuest, Google Scholar, ERIC, Academic Search Complete, and PsycINFO) was performed, which identified 24 studies (20 quantitative studies and four qualitative studies) that included 3,299 parents or caregivers of children with ASD. These studies were conducted in 10 Arab countries (Saudi Arabia, Jordan, Egypt, Kuwait, Bahrain, Oman, Emirates, Palestine, Qatar, and Lebanon).

    Results: The majority of the included studies found that ASD has a significant negative impact on the mental health and wellbeing of Arab parents. It was found that parents of children with ASD have a poor quality of life (QoL) and an increased risk of psychological disorders. These findings were in contrast to findings of parents of typically developing children and children with other developmental disorders. Challenges faced by parents of children with ASD were associated with several child- and parent-related factors. The most common coping strategy used by parents was religious coping.

    Conclusion: The impact of ASD on parents has only recently gained traction among researchers in Arab countries. Despite several knowledge gaps, published studies have provided useful information outlining the impact of ASD on parents in some of these countries. Further research comprising larger random samples and using varied research and data-collection methods is required to understand the multifaceted challenges experienced by parents raising children with ASD in Arab countries.

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  • 39.
    Allodi,
    et al.
    Stockholm University, Faculty of Social Sciences, Specialpedagogiska institutionen.
    Amnå,
    Eriksson,
    Johansson,
    Theodorsson,
    Munck,
    Zetterberg,
    Ekman,
    Ungas demokratiskolor i internationell belysning2007In: Resultatdialog, forskning inom utbildningsvetenskap, Vetenskapsrådet , 2007, p. 7-13Chapter in book (Other academic)
  • 40.
    Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Specialpedagogiska insatser internationellt och i det svenska utbildningssystemet2017In: Dyslexi, ISSN 1401-2480, Vol. 1, p. 6-10Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Tillsammans med studenter i mastersprogrammet genomfördes en analys av specialpedagogiskt stöd i några utbildningssystem som var möjliga att jämföra med det svenska systemet och som verkade framgångsrika eller åtminstone intressanta. Från en jämförelse av dessa olika modeller identifieras några komponenter som jag föreslår att vi skulle inspireras av för att kunna genomföra mer effektiva specialpedagogiska insatser i det svenska skolsystemet. En undersökning av vad som görs i andra sammanhang kan göra det tydligare för oss vad det är som saknas i specialpedagogisk praxis och ge indikationer om vilka uppfattningar som ligger bakom dessa val.

  • 41.
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Byråkrati, marknad eller lotteri?: Organisation och styrning av utbildning: effekter och risker för specialpedagogiska verksamheter2009In: Offentlig sektor och komplexitet: Om hantering av mål, strategier och professioner / [ed] Petra Adolfsson och Rolf Solli, Lund: Studentlitteratur , 2009, p. 199-225Chapter in book (Other academic)
  • 42.
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Emerging themes in the meeting between teachers and parents: when the children have special needs disabilites or are at risk2011In: 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, p. 99-Conference paper (Other academic)
    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.

  • 43.
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Goals and values in school: A model developed for describing, evaluating and changing the social climate of learning environments2010In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, Vol. 13, no 2, p. 207-235Article in journal (Refereed)
    Abstract [en]

    This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics ofeducational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments.

  • 44.
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lärarens val: att göra motstånd mot en förtryckande organisation eller mot elever som inte passar in2010In: Pedagogik som motstånd / [ed] Gunilla Alba & Ylva Wibaeus, Stockholm: Svenska Korczaksällskapet , 2010, 1, p. 77-84Chapter in book (Other academic)
    Abstract [sv]

    Att få möjlighet att utbilda sig är en grundläggande mänsklig rättighet. Skolan ska bidra till att barnets personlighet samt fysiska och mentala förmågor utvecklas till dess fulla potential. Men när är skolan verkligen en rättighet och när blir den i stället en belastning för barnet? Kapitlet analyserar villkoren för att utbildningen ska upplevas som en rättighet av alla elever och hinder som finns på vägen dit, samt reflekterar kring vad det kan innebära för lärarna att välja att ta ansvar för sina elever.

  • 45.
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Perché dare voce alle esperienze dei bambini a scuola e perché no: Motivi e sfide per la ricerca pedagogica2009In: Infanzia Rivista di studi ed esperienze sull'educazione 0-6, ISSN 0390-2420, Vol. 1, no 4, p. 269-272Article in journal (Refereed)
    Abstract [en]

    Educational research is concerned with the observation and understanding of the experiences of children. Listening to the voices of children is a necessary enterprise in educational research. However, the practice of this activity is connected with obstacles and challenges. This paper describes the nature of some of these difficulties and identify the need of self-reflection.

  • 46.
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Stoccolma: dove la questione dei bambini non è solo una questione privata2011In: Infanzia, ISSN 0390-2420, no 5, p. 371-372Article in journal (Other academic)
    Abstract [it]

    In Svezia, ancor oggi, persiste un sistema di Welfare che dedica molte risorse alle politiche per l'infanzia e al sostegno delle famiglie. Ció si traduce sia sul piano politico, sia su quello della produzione culturale, consolidando un diffuso atteggiamento di tutela e cura dei minori, ampiamente dimostrato nella dimensione quotidiana.

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    Stoccolma_Infanzia
  • 47.
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Temi emergenti negli incontri tra genitori e personale nel contesto educativo svedese2011In: Educazione familiare e servizi per l'infanzia: Education familiale et services pour l'enfance.  XIII Congresso Internazionale. Firenze, 17-19 novembre 2010 / [ed] di Catarsi Enzo, Pourtois Jean Pierre, Firenze (Italia): Firenze University Press , 2011, p. 237-242Conference paper (Other academic)
    Abstract [it]

    In questo testo vengono presentate riflessioni sui rapporti tra genitori ed educatori e sui programmi di prevenzione per genitori, sulla base di studi condotti personalmente, di studi di colleghi e su sintesi e ricerche compiute da enti nazionali svedesi, valutazioni di ricerche e rapporti di commissioni parlamentari

  • 48.
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    The experiences of mental health and well-being of Swedish children and youth with a focus on educational situations: Some results and reflections from a review of qualitative studies2010In: Trender i barns och ungdomars psykiska hälsa: Program & abstracts 12-14 april 2010, Stockholm: Kungliga vetenskapsakademien , 2010, p. 17-18Conference paper (Other academic)
    Abstract [en]

    The practice of including in reviews people’s experiences and perceptions, which are collected with non-experimental and qualitative studies, has been developed recently in the field of mental health studies. These approaches and methodologies have inspired the review of research on Swedish children and adolescents experiences of mental health and well being, with a focus on their educational situation, that was conducted as a part of a systematic review of research on School Learning and Mental health, performed by appointment of the Royal Academy of Sciences. The aim of the review was to gather testimonies that can give indications of the experiences of mental health and well being in this specific context. The results from the studies that were relevant for the aims of the review are structured in four themes: general views, protective factors, risk factors, individual factors. They are presented in a narrative synthesis, giving a particular weight to the direct and indirect report of children’s and adolescents’ own views. The adolescents defined mental health as emotional experiences, seen both as internal feelings and as relational feelings. Family, friends and educational environments as social and physical environments were perceived as determinants of mental health. A great number of feelings were related to school, both related to satisfaction and pain, in particular when the school attendance is presented as an obligation. Harassment and rejection at school, performance stress, worries about grades and future prospects could be threats against self-worth and self-esteem, while teachers that do not care could generate negative experiences. Various kind of stress could be described and various strategies to resist stressful situations: for instance emotional support, safety and involvement. The educational environments can be an arena for social, cognitive and emotional experiences, relationships and accomplishments that are enriching the individuals and increase their well being. General structural characteristics of the educational environments may also affect well being in different directions: performance, evaluation and feedback, freedom of choice and responsibility for the future may be perceived as a burden. The following reflections can be made: the experiences of children and adolescents change when they grow older, go through developmental processes and encounter different educational situations; the studies reporting views of younger children on the matters of this review were less well represented; the negative experiences may be expressed in rather cautious and non dramatic terms by younger children; there are unique contribution of the review of qualitative studies, but also several interesting correspondences with the results of the review of quantitative studies.

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    FULLTEXT01
  • 49.
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    The meaning of social climate of learning environments: some reasons why we do not care enough about it.2010In: Learning Environments Research, ISSN 1387-1579, E-ISSN 1573-1855, Vol. 13, no 2, p. 89-104Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to analyse reasons underlying the neglect of social climate in education. It discusses the relevance of the concept of social climate in learning environments: presenting evidence of its effects; its importance in special needs and inclusive education; presenting existing differences between settings; discussing the contribution of social climate to teachers’ professional autonomy. The arguments support the view that social climate is an essential factor in educational processes and make incomprehensible the scarce attention reserved to it in educational policy, research and teacher programs. Indications of neglect in the Swedish context are presented. The resistance towards the concept of social climate is related to a) dualistic and hierarchic views; b) characteristics of bureaucratic systems; c) reductionist interpretations; d) difficulties in handling and evaluating social values and goals; e) post-modern criticism of scientific knowledge and psychology. Implications for counteracting reductive interpretations and meeting resistance and criticism are discussed.

  • 50.
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Vad gör skolan för utsatta barn?2010In: Se de tidiga tecknen: Forskare reflekterar över sju berättelser från förskola och skola, Stockholm: Elanders AB , 2010, p. 101-121Chapter in book (Other academic)
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