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  • 1.
    Brodin, Jane
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Anna-Lena, Ljusberg
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Teaching children with attention deficit hyperactivity disorder in remedial classes2008In: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 31, no 4, p. 351-355Article in journal (Refereed)
    Abstract [en]

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

  • 2.
    Brodin, Jane
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    IRIS Teacher Training: CD2009Other (Other academic)
    Abstract [en]

    CD in English from the IRIS Teacher Training package. International cooperation between Austria, Belgium, Catalonia (Spain), England, Portugal and Sweden. Focus is on inclusive education and classroom climate.

  • 3.
    Brodin, Jane
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Support systems in preschools and schools in Europe - IRIS Project2009Conference paper (Refereed)
    Abstract [en]

    This presentation is based on the European project IRIS concerning inclusion of children in need of special support in preschools and schools. Seven partners from six countries are involved in the project and the support systems presented is based on information from all project partners.

  • 4.
    Brodin, Jane
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Teachers Training Course: Improvement through Research in the Inclusive School2009Report (Other (popular science, discussion, etc.))
    Abstract [en]

    The IRIS project is focussing on the inclusive school and how inclusive education can be improved. The target group is teacher trainers in in-service training.

  • 5.
    Brodin, Jane
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Strander, Kerstin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Alin Åkerman, Britta
    Benjaminson, Carin
    Barn i utsatta livssituationer2008Book (Other academic)
    Abstract [sv]

    Boken fokuserar på barn som befinner sig i utsatta livssituationer och utsatta livsmiljöer. Författarna har samtliga mångårig erfarenhet av både forskning och praktiskt arbete med barn, ungdomar och familjer med olika svårigheter. Utgångspunkten är barns och ungas perspektiv, det vill säga att barnets röst så långt som möjligt ska höras i enlighet med Konventionen om barnets rättigheter (FN, 1989) och The Convention on the Rights of children and young persons with disabilities (UNICEF, 2008).

  • 6.
    Johansson, Inge
    et al.
    Stockholm University. Stockholm College.
    Ljusberg, Anna-Lena
    Stockholm College. Stockholm University.
    Barn i fritidshem.2004Report (Other academic)
  • 7.
    Kane, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Larsson, Håkan
    Making Magic Soup - The facilitation of play in school-age childcare2013In: International Journal of Play, ISSN 2159-4937, Vol. 2, no 1, p. 7-21Article in journal (Refereed)
    Abstract [en]

    This paper explores socially shared knowledge of facilitating play in a learning institution such as a school-age childcare setting (services provided for children outside school hours, often while parents are at work). Previous research makes it clear that the area of play facilitation needs further exploration. It points to a tension between children's agency in play and the constraints of the setting. The pedagogical traditions of Froebel and Dewey have been used to explore the options for action in this field of tension. Staff from four school-age childcare settings – three Swedish and one English – took part in focus groups. The transcriptions of the spoken dialogue were categorised using dialogic analysis. The paper presents samples of conversations highlighting the above tensions and analyses them in the light of the theory. The findings show that staff negotiated these tensions daily and that the developed model can be used to reflect on the intentions and approaches of a service that only partly facilitates play. The conclusion is that the ability of staff to interpret children's play as children exploring their agency is crucial when facilitating play in a learning institution.

  • 8. Klerfelt, Anna
    et al.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Perspectives on the field of extended education and possible concepts2017Conference paper (Other academic)
  • 9.
    Ljusberg, Anna-Lena
    Stockholm University.
    Att möta barn och unga i en multimodal praktik.2013In: Meningsskapande fritidshem: Studio som arena för multimodalt lärande / [ed] Malin Rohlin, Lund: Studentlitteratur AB, 2013Chapter in book (Other (popular science, discussion, etc.))
  • 10.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Attending remedial class. “Perhaps because I have some AD/HD”2007Conference paper (Refereed)
  • 11.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Barn som far illa och anmälningsplikt2008In: Barn i utsatta livssituationer / [ed] Jane Brodin, Malmö: Gleerups utbildning , 2008Chapter in book (Other (popular science, discussion, etc.))
  • 12.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Child and Youth Science2006Conference paper (Refereed)
  • 13.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Child perspective on before- and after school settings2005Conference paper (Refereed)
  • 14.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Children’s views on attending a remedial class – because of concentration difficulties2011In: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 37, no 3, p. 440-445Article in journal (Refereed)
    Abstract [en]

    Background An increasing number of segregating solutions (e.g. remedial classes) can be seen in Swedish schools. The aim of this article is to stress how children describe why they attend a remedial class and what it means to be a pupil in that setting. Methods The data collection consists of semi-structured interviews with 10 pupils between 10 and 12 years old attending 10 different remedial classes because they had been attributed with having concentration difficulties or diagnosed with attention deficit/hyperactivity disorder. The content of the interviews was described and analysed in relation to the classroom context. The socio-cultural perspective is used as a screen to describe and understand the children’s comments about attending remedial class. Results and conclusions All interviews with the children indicate that they are carriers of their schools’ compensatory perspective. This means that they are fully aware of the fact that they are regarded as difficult, with annoying and problematic behaviour, deviating from pupils’ in general. The remedial class creates social difficulties for the children; they see themselves as deviant, they lose old friends and there are limited possibilities of establishing new friendship in remedial classes.

  • 15.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Classroom climate. Changing practices in inclusive schools2009Conference paper (Other academic)
  • 16.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Constructing young masculinity in an after-school centre2011Conference paper (Refereed)
  • 17.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Ethical dilemmas when interviewing children2006Conference paper (Refereed)
  • 18.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Everyday practices in school-age child-care from children’s perspectives and the child perspective. Independence for good or for worse2011Conference paper (Refereed)
  • 19.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Informal learning at the after school day care - from the children’s perspective2002Conference paper (Refereed)
  • 20.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Interviews with children attending remedial class2007Conference paper (Refereed)
  • 21.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    School-Age Child-Care in Sweden2017Conference paper (Other academic)
  • 22.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    School-Age Educare: Different Ways of Talking as Arenas for Inclusion2012Conference paper (Refereed)
    Abstract [en]

    I present an approach for a proposed study using discourse analysis, with the aim of studying how pupils interact with childcare teachers during school-age childcare and during school hours.

    In Sweden almost 80 % of the child population between six and nine years old attends school-age child-care - mostly integrated in the school. In a Swedish thesis from 1999, Karlsudd, declares that school-age child-care can boast of being like a final integration sanctuary, while the school, unfortunately rarely succeed in their integration efforts (Karlsudd, 1999). Time has changed, in a conference paper 12 years later Karlsudd declares; the final integration sanctuary is probably soon lost (Karlsudd, 2011). In Sweden as in several other countries we can see that medical discourse has been given priority in the educational context (Ljusberg, 2009). Goals in both the Swedish school law and the curricula state that all pupils are to be regarded as equal, to have equal rights to education, and equal circumstances in school. In my thesis (Ljusberg, 2009) I am using different perspectives, a relational perspective and a compensatory perspective (also called the medical psychological perspective (Bailey, 1998), and the individual or categorical perspective (Emanuelsson, Persson & Rosenqvist, 2001). From a compensatory perspective the difficulties are attached to the pupil, from a relational perspective the difficulties are studied as situated social constructions (Hjörne, 2004; Mehan, 1993). In this paper I present my approach for a ethno-methodological study using discourse analysis with the aim to study how pupils interact/are talking with school-age child-care teachers in one hand during school-age child-care and on the other hand during school hours.

     

  • 23.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Self-conception in children attending remedial classes in state primary schools in Sweden2005Conference paper (Refereed)
  • 24.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    The structured classroom2011In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 15, no 2, p. 195-210Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to highlight the organisation of the remedial classroom. The data were collected from observations and semi-structured interviews with 10 teachers in remedial classes for children seen and treated as having concentration deficits. The teachers use primarily compensatory language that places the deficits in the pupils. Something appearing both in the interviews and in the organisation of the classroom is the structured classroom. In the remedial class it can be expresse by dividing the pupils’ working place areas with screens or turning the pupils’ desks toward a bare wall, and strongly structuring the teaching. By pointing out the problem as pupils’ social deficits, the schools reduce their agency. The goal of remedial classes is that the pupils will return to the ordinary class. This article suggests that what pupils in remedial classes learn primarily is to be a pupil in a remedial class.

  • 25.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Two different disciplines are working together2005Conference paper (Refereed)
  • 26.
    Ljusberg, Anna-Lena
    Stockholm University.
    Two different disciplines working together2005In: EuroRehab, Vol. 3-4, p. 85-90Article in journal (Refereed)
  • 27.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    IRIS Improvement Through Research in Inclusive Schools: EU-project2008In: Ensuring a Society for ALL: 21st International Congress of Rehabilitation International, 2008Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    A presentation of the IRIS project which is a cooperation with six countries and seven partners involved. The overall aim is to promote a school for all children.

  • 28.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Self-concept in children with attention deficits2007In: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 30, no 3, p. 195-201Article in journal (Refereed)
  • 29.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Lindstrand, Peg
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Ethical issues when interviewing children in remedial classes2007In: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 30, no 3, p. 203-207Article in journal (Refereed)
  • 30.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Lindstrand, Peg
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Interviewing children in remedial classes2007In: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 30, no 3, p. 203-207Article in journal (Refereed)
    Abstract [en]

    This study concerns the ethical issues related to interviews with children. In a sub study of the Basic Skills, Social Interaction and Training of the Working Memory (BASTA) project, 10 children between 10 and 12 years of age were interviewed. Interviews involving children have to address many more ethical issues than interviews with adults. Children constitute an overexposed group because they are under age, and because they stand in a dependent relationship with adults. One ethical dilemma for the researcher in interviews with children might be the conflict between professional secrecy and the obligation to report, as stated in the Swedish Social Services Act. According to this Act and to ethical research principles, researchers are bound to maintain professional secrecy.

  • 31.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Hippinen Ahlgren, Anneli
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Child perspectives in a School-Age Educare setting2015Conference paper (Refereed)
    Abstract [en]

    Research aims

    The aim is to study children’s meaningmaking about learning in school age educare.

    Relationship to previous research works

    The university trained school age educare teachers’ competence differs to some degree from a classroom teacher due to the pedagogy that focuses more on child perspectives, identity making, care and learning through practical and aesthetical methods (Hansen, 1999; Carlander, 1999; Haglund, 2004). From a child´s perspective this can mean that school age educare teachers can offer different tools that will help them in their subject’s orientated learning process and in lifelong learning (Evaldsson, 1993; Hippinen-Ahlgren, fortcoming; Johansson & Ljusberg, 2004; Kjaer, 2005; Pálsdóttir, 2010)

    Theoretical and conceptual framework

    The theoretical perspective used is socio-cultural. Pupils are constructed by and also construct themselves in interaction with various discourses they encounter. Discourses are built in and around artifacts (Vygotskij 1999; Bakhtin 1986; Säljö 1999, 2000). Learning and sense making is seen from this perspective as participation in communication/interaction.

    Paradigm, methodology and methods

    The study is based on semi structural interviews with children attending school age educare.

    Ethical Considerations

    Places and individuals are made anonymous in field notes and in the processing of the material. The audio recordings are kept locked in filing cabinets at Stockholm University. In the written informed consent directed to teachers, students and their guardians it is clear who is responsible for the project with contact information. Observational studies and interviews carried out only where participants (and guardians) gave their consent.

    Main finding or discussion

    How can we understand children’s meaningmaking about learning in school age educare?

    Implications, practice or policy

    How can we understand and develop the practice from children’s perspective?

  • 32.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Kane, Eva
    Adults presence in children’s play in schoolage childcare2012Conference paper (Refereed)
1 - 32 of 32
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