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  • 1. Borell, Lena
    et al.
    Nygård, Louise
    Asaba, Eric
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hemmingsson, Helena
    Qualitative approaches in occupational therapy research2014In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 21, p. 80-88Article in journal (Refereed)
    Abstract [en]

    Objective: Development of research in occupational therapy requires a continuous critical discussion concerning methodological approaches. In this paper the authors wish to contribute to such a discussion by introducing the Formal Data-Structure Analysis approach (FDSA) as a method for understanding people's experiences. Methods and results: A review of selected publications from occupational therapy journals between 2003 and 2005 illustrated that qualitative articles within occupational therapy publications were mainly descriptive in nature. This finding raises questions about how to develop new knowledge that contributes to occupational therapy. Conclusions: In this paper the authors suggest that it is possible to apply the FDSA approach not only when describing and categorizing qualitative phenomena, but also when aiming to reach an in-depth understanding of issues related to human meaning-making; for example, how we understand engagement in occupations or living with a disability. Examples of the application of the FDSA approach are included and discussed.

  • 2. Borell, Lena
    et al.
    Nygård, Louise
    Asaba, Eric
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hemmingsson, Helena
    Qualitative approaches in occupational therapy research2012In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 19, no 6, p. 521-529Article in journal (Refereed)
    Abstract [en]

    Objective: Development of research in occupational therapy requires a continuous critical discussion concerning methodological approaches. In this paper the authors wish to contribute to such a discussion by introducing the Formal Data-Structure Analysis approach (FDSA) as a method for understanding people's experiences. Methods and results: A review of selected publications from occupational therapy journals between 2003 and 2005 illustrated that qualitative articles within occupational therapy publications were mainly descriptive in nature. This finding raises questions about how to develop new knowledge that contributes to occupational therapy. Conclusions: In this paper the authors suggest that it is possible to apply the FDSA approach not only when describing and categorizing qualitative phenomena, but also when aiming to reach an in-depth understanding of issues related to human meaning-making; for example, how we understand engagement in occupations or living with a disability. Examples of the application of the FDSA approach are included and discussed.

  • 3.
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Department of Education2014In: Faculty of Social Sciences, Stockholm University: 1964-2014 / [ed] Gudrun Dahl, Mats Danielson, Stockholm: Faculty of Social Sciences, Stockholm University , 2014, 1, p. 125-143Chapter in book (Other (popular science, discussion, etc.))
  • 4.
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Livsvillkorens "insida" - en kort metodhistoria2015In: Utviklingshemming: hverdagsliv, levekår og politikk / [ed] Patrick Kermit, Anders Gustavsson, Anna Kittelsaa, Borgunn Ytterhus, Oslo: Universitetsforlaget, 2015Chapter in book (Refereed)
  • 5.
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Majoritetskultur eller minoritetskultur?2008In: Funktionshinder och kultur: Brukar- och forskarperspektiv på delaktighet, Högskolecentrum för handikappforskning i Stockholm , 2008Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Rapport från temavecka om funktionshinder, forskning och kultur 1998.

  • 6.
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Utviklingshemming og deltakelse2014In: Utviklingshemming og deltakelse / [ed] Karl Elling Ellingsen, Oslo: Universitetsforlaget, 2014, 1, p. 32-51Chapter in book (Other academic)
  • 7.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Dolva, Anne-Stine
    Hemmingsson, Helena
    Borell, Lena
    Children with Down’s syndrome in mainstream schools: peer interaction in activities2010In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 3, p. 283-294Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore interaction in school activities of pupils with Down syndrome in mainstream schools to understand enabling conditions. Six ten year old pupils with Down syndrome were observed in their class, and interviewed. By applying qualitative methodology, we identified two main categories; equal and unequal interaction. Unequal interaction comprised patterns of peer supported and non-supported interaction. Peers’ support comprised modifying tasks, activities or their own behavior that enabled interaction with a less competent pupil. Peers support are discussed within the frames of inclusive schooling.

  • 8.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kittelsaa, Anna
    Tøssebro, Jan
    Successful schooling: a complex phenomenon2017In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 32, no 4, p. 491-492Article in journal (Refereed)
  • 9.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kittelsaa, Anna
    Tøssebro, Jan
    Successful schooling for pupils with intellectual disabilities: the demand for a new paradigm2017In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 32, no 4, p. 469-483Article in journal (Refereed)
    Abstract [en]

    A comprehensive review of educational interventions for pupils with intellectual disabilities showed that most studies report positive results for a variety of interventions. The aim of this article is to explore how these results can be understood. We draw on similar earlier findings concerning intervention effects in psychotherapy and social work, discussing the so-called Dodo bird conjecture, indicating that established methods for identification of evidence-based practices can provide false, positive results influenced by so-called common factors present in most interventions. In conclusion, we argue for a new paradigm of research on educational interventions for pupils with intellectual disabilities, replacing the present ambition to find evidence-based support for specific interventions in favour of a line of research exploring alternative explanations in terms of, for instance, common positive factors.

  • 10.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Molin, Martin
    Högskolan väst.
    Delaktighet: ideologi och teori2011In: Omsorgsboken / [ed] Lena Söderman & Sivert Antonsson, Liber, 2011, p. 272-283Chapter in book (Other academic)
  • 11.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Molin, Martin
    Passage des programmes spéciaux du secondaire supérieur à la vie active pour les elèves présentant des deficiencies intellectuelles en Suède2010In: La nouvelle revue de l'adaptation et de scolarisation, Vol. 48, p. 243-255Article in journal (Refereed)
    Abstract [en]

    In this article we review current research – some of our own and others – on the transition between school and work for young people with intellectual disabilities in Sweden. Two main paths of transition are identified. The first is an introduction to the special needs system of work and occupation within the Swedish welfare state, a continuation of the special needs programme that pupils with intellectual disabilities attend in Sweden. The second path of transition includes more complex self-expectations and belongings both in the special need system and more ordinary life and work. Both paths are discussed in relation to current research and welfare policy. Here, we draw on recent theoretical development in relation to concepts like multidimensional identifications and mixed identities in the fields of international migration and ethnic relations.     

  • 12.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Möller, Anders
    Olin, Elisabeth
    Ringsby Jansson, Bibbi
    Utrymme för att tänka nytt: En uppföljning av 89 projekt om autism och adhd2010Report (Other academic)
    Abstract [sv]

    Den här rapporten är en uppföljning av sammanlagt 89 projekt, som under perioden 1993 till 2006, fått anslag genom Allmänna Arvsfonden. Till denna målgrupp brukar räknas autism och autismliknande tillstånd (Asperger och Tourettes syndrom) samt adhd (Attention-Deficit/Hyperactivity disorder) och damp (Decificits in Attention, Motor control and Perception). Totalt har cirka 150 miljoner kronor beviljats till de projekt som omfattas av uppföljningen. Syftet med uppföljningen har varit att undersöka vilka spår som lämnats av de projekt om autism och autismliknande tillstånd, samt adhd och damp, som Arvsfonden beviljat medel för under perioden, samt att ge en orientering om de tidigare viktigaste projekten, som Arvsfonden finansierat, inom området. Ett syfte har också varit att fördjupa förståelsen av hur Arvsfondens satsningar omsätts i verksamhetsutveckling och vilken betydelse detta har haft på utvecklingen inom området. Uppföljningen har gjorts med hjälp av flera undersökningsmetoder, av såväl kvalitativt som kvantitativt slag, i syfte att belysa projekten från olika perspektiv och att ge kunskap som kan ligga till grund för en diskussion om projektens betydelse för målgrupperna. Studien har genomförts i två steg –, dels som en kartläggning och översikt, och dels som en fördjupad fallstudie av två föreningar/organisationer samt av och fem enskilda projekt. Arbetet inleddes med en genomgång av det skriftliga material kring projekten, som fanns tillgängligt på Arvsfonden, främst ansökningshandlingar, redovisningar och slutrapporter. Materialet kategoriserades med utgångspunkt från att få en bred bild av projektens syfte och inriktning, men också för att hitta aspekter och intressanta projekt för de fördjupade  fallbeskrivningarna. Den innehållsliga kategoriseringen resulterade i följande kategorier: metodutvecklingsprojekt, informations- och kunskapsspridningsprojekt, kunskapsutvecklingsprojekt, projekt inriktade på aktivitet och socialt gemenskapsinriktade projekt samt kultur- och demokratiprojekt. Mot bakgrund av den inledande kategoriseringen sammanställdes en enkät med frågor till ansvariga för samtliga 89 projekt. Efter flera påminnelser fick vi svar från 55 av 89 projektansvariga, några mer än ett halvår efter utsatt datum. Med utgångspunkt i enkäter och dokument kunde vi ge en översiktlig bild ges av projektens verksamhet och betydelse, vilka spår de lämnat och under vilka betingelser de verkat, även i de fall vi inte fick svar. Resultatet av översiktsstudien låg också till grund för urvalet av de projekt och organisationer som valdes ut för den fördjupade fallstudien. I ett andra steg studerades enskilda projekt och organisationer med hjälp av besök, intervjuer, observationer samt fördjupade studier av den skriftliga dokumentation som fanns samlad om projekten. Analyserna av de enskilda fallen har resulterat i en beskrivning och analys av projekten på olika nivåer. För det första har vi beskrivit, dels som en beskrivning av projektens verksamhet och mål, vilka spår projekten lämnat, vilka faktorer som underlättat respektive försvårat projektets genomförande. För det andra har vi analyserat projekten i relation till teoretiska perspektiv. Den sammanställning som gjorts visar att av de granskade 89 projekten har vi underlag för att kategorisera spår i 80 projekt, varav sex bedöms leva vidare med annan finansiering, där projektets erfarenheter fått en spridning, nationellt och/eller internationellt och i vissa fall utvecklats i nya former och inspirerat till andra verksamheter. Men i de flesta projekt lever dock erfarenheterna vidare, en del med annan finansiering och andra på annat sätt, även om de inte fått så stor spridning. Några projekt har runnit ut i sanden, där finns inga spår och man har av olika skäl, inte lyckats genomföra sin plan. Ett projekts framgång kan också ta sig väldigt olika uttryck; ibland blir framgången inte synlig i ett enskilt projekt utan först när man ser på hur det samverkar med andra. Ett intressant fynd i studien är att Allmänna arvsfondens innovationsmål tycks fungera i välfärdssamhällen av vår typ, där det ofta redan existerar en sorts stöd eller service till den målgrupp som projektet riktar sig till. En konsekvens blir att det innovativa ofta får karaktären av opposition mot något existerande, t.ex. en  behandlingsform, en form av verksamheter som vänder sig till personer med en viss funktionsnedsättning eller en viss form av organisering av sådana verksamheter. Projekten blir ofta ett sorts motprojekt, i relation till etablerade perspektiv och synsätt De ideella föreningarna har med hjälp av projekten spritt en ny syn på såväl autism och autismliknande tillstånd som adhd. Här kan man se den ideella sektorn och det civila samhället som en frizon för nytänkande, som växer fram bland människor med egen erfarenhet Utrymme för att tänka nytt 6 av vad det innebär att leva med funktionsnedsättningen. I hög grad har projekten gett röst åt människor med egen erfarenhet av diagnoserna. Genom att projekten har fört människor med likartade erfarenheter samman har de också fått ett slags ökad, kollektiv makt över sina livssituationer. Allmänna arvsfondens projektstöd tycks vara ett viktigt bränsle för denna typ av nytänkande.

  • 13.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Nyberg, Catarina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Den levde deltakelsen2014In: Utviklingshemming og deltakelse / [ed] Karl Elling Ellingsen, Oslo: Universitetsforlaget, 2014, 1, p. 120-142Chapter in book (Other academic)
  • 14.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Nyberg, Catarina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "I am different, but I am like everybody else": The Dynamics of Disability Identity2015In: Childhood and disability in the Nordic countries: Being, becoming, belonging / [ed] Rannveig Traustadóttir, Borgunn Ytterhus, Snæfrídur Thóra Egilson, Berit Berg, Palgrave Macmillan, 2015, p. 69-84Chapter in book (Refereed)
  • 15.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Nyberg, Catarina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Westin, Charles
    Stockholm University, Faculty of Social Sciences, Department of Social Anthropology.
    Plurality and continuity-Understanding self-identity of persons with intellectual disability2016In: Alter;European Journal of Disability Research ;Journal Europeen de Recherche Sur le Handicap, ISSN 1875-0672, E-ISSN 1875-0680, Vol. 10, no 4, p. 310-326Article in journal (Refereed)
    Abstract [en]

    The objective of this article is to explore the complexity and continuity of self-identities of persons with intellectual disability. This is done by close reading of four life stories. The findings are that intellectually disabled people's self-identities are basically plural and fluid. A fruitful approach to understanding this plurality is given by positioning theory developed by Harre & Langenhove. We analyze the subject's sense of continuity in terms of our own concept of inner dialogue. Our point of departure is a review of literature with special focus on multiple identities. We distinguish between three strands of knowledge within this field: (1) sociological studies of other-defined, identities, which are hard to change; (2) psychological studies of dynamic, self-defined identities characterized by adaptation and continuity, and (3) discursive studies of fluid and plural self- and other-defined identities. The third strand has contributed significantly to the field of disability studies by transcending the classic dichotomy of normalcy or deviancy (of identity) of persons with intellectual disabilities. In our aim to probe deeper into the issues of plurality and continuity of self-defined identities, we turn to Stuart Hall's noteworthy text: Who needs identity?' (Hall & Du Gay, 1996). Hall proposes that a new direction for a theory of identity needs to build on input from discursive studies, but it should also embrace the question of how the subject maintains a sense of personal continuity.

  • 16.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Transformation and Changes in Social Knowledge: Towards the Dynamics of Meaning making2010In: Education, Professionalization and Social Representations: On the transformation of social knowledge / [ed] Chaib Mohamed, Danermark Berth & Selander Staffan, London: Routledge , 2010, 1, p. 17-33Chapter in book (Other academic)
  • 17. Hemmingsson, Helena
    et al.
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Townsend, Elizabeth
    Students with disabilities participating in mainstream schools: policies that promote and limit teacher and therapist cooperation2007In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 22, no 4, p. 383-398Article in journal (Refereed)
    Abstract [en]

    This paper examines participatory arrangements for students with physical disabilities in mainstream education, cooperation between teachers and therapists to ensure that these arrangements are efficient and the organizational prerequisites for such cooperation. The study comprises data obtained from 14 'groups', with each group consisting of a student with physical disabilities aged 919 years, their main teacher and the relevant therapists from the local habilitation centre. Data were collected through semi-structured interviews, field observations and a review of relevant documents, including legislation. The results reveal a lack of cooperation between teacher and therapist which results in students with disabilities receiving suboptimal participatory arrangements in school. Differences in the perspectives of the teachers and therapists and in the way they act and perceive their responsibilities were anchored in institutional and societal documents and the distribution of resources. The implications for students with disabilities are discussed.

  • 18. Kermit, Patrick
    et al.
    Gustavsson, AndersStockholm University, Faculty of Social Sciences, Department of Education.Kittelsaa, AnnaYtterhus, Borgunn
    Utviklingshemming: hverdagsliv, levekår og politikk2015Collection (editor) (Refereed)
    Abstract [no]

    I løpet av de siste 25 årene har levekårene for mennesker med utviklingshemming blitt radikalt annerledes. Spesialskoler og sentraliserte institusjoner for funksjonshemmede er erstattet med inkludering og én skole for alle.

    Antidiskriminering og universell utforming har også blitt en del av norsk lovverk. Hvordan har dette påvirket menneskers liv?

    Forskningen som presenteres her, spenner fra teoretiske tilnærminger til utviklingshemming til empiriske undersøkelser av oppvekst, skole og voksenliv og politiske trender. Bidragsyterne er noen av de fremste forskerne på funksjonshemming i Norge og Norden.

    Boken er spesielt godt egnet for studenter innen vernepleie og spesialpedagogikk, og vil i tillegg være nyttig for alle med interesse for funksjons- og utviklingshemming.

1 - 18 of 18
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