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  • 1. Alfredsson Ågren, Kristin
    et al.
    Kjellberg, Anette
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen. Linköping University, Sweden.
    Access to and use of the Internet among adolescents and young adults with intellectual disabilities in everyday settings2018Ingår i: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532Artikel i tidskrift (Refereegranskat)
    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.

  • 2. Alfredsson Ågren, Kristin
    et al.
    Kjellberg, Anette
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen. Linköping University, Sweden.
    Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study2019Ingår i: New Media and Society, ISSN 1461-4448, E-ISSN 1461-7315Artikel i tidskrift (Refereegranskat)
    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.

  • 3. Alfredsson Ågren, Kristin
    et al.
    Kjellberg, Anette
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Internet-use among adolescents with intellectual disabilities in Sweden2018Konferensbidrag (Övrigt vetenskapligt)
  • 4. Andreassen, Maria
    et al.
    Boman, Ingalill
    Danielsson, Henric
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Digital support with mobile phone reminders for persons with cognitive impairment - a RCT study2018Konferensbidrag (Övrigt vetenskapligt)
  • 5. Baric, Vedrana
    et al.
    Andreassen, Maria
    Öhman, Annika
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen. Linköping University, Sweden.
    Using an interactive digital calendar with mobile phone reminders by senior people - a focus group study2019Ingår i: BMC Geriatrics, ISSN 1471-2318, E-ISSN 1471-2318, Vol. 19, artikel-id 116Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

    New technologies such as mobile/smartphones have the potential to help senior people perform everyday activities. However, senior people may find it difficult using mobile/smartphones, especially the digital calendar and short text message features. Therefore, senior people might need user-friendly, flexible, and interactive digital calendars that provide them with active reminders about their everyday activities. This study focuses on community dwelling seniors’ experiences learning and using RemindMe, an interactive digital calendar with active reminders, as part of customizing an intervention appropriate for senior people with cognitive impairments.

    Methods

    Four focus groups were conducted with 20 community dwelling seniors (11 men and 9 women) who all had used RemindMe for six weeks. The focus groups were tape recorded, transcribed verbatim, and analysed using content analysis.

    Results

    For participants in this study, using a calendar was an essential part of their everyday lives, but only a few had experiences using a digital calendar. Although the participants described RemindMe as easy to use, they had a difficult time incorporating RemindMe into their daily routines. In part, these difficulties were the result of the participants needing to change their mobile/smartphone routines. Some participants felt that using an interactive digital calendar was a sign of modernity allowing them to take part in the society at large, but others felt that their inability to use the technology was due to their age, dependence, and loss of function. Participants found that receiving active reminders through short text messages followed by actively acknowledging the reminder helped them perform more everyday life activities. This feature gave them a higher sense of independence and control.

    Conclusions

    Community dwelling seniors found that RemindMe was easy to learn and to use, although they also found it challenging to integrate into their everyday lives. For senior people to make the effort to develop new routines for mobile/smartphone use, a prerequisite for using a digital calendar, they need to be motivated and believe that the technology will make their lives better.

  • 6. Bolic Baric, Vedrana
    et al.
    Hellberg, Kristina
    Kjellberg, Anette
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Internet activities during leisure: A comparison between adolescents with ADHD and adolescents from a reference group2018Konferensbidrag (Övrigt vetenskapligt)
  • 7. Borgestig, Maria
    et al.
    Holmqvist, Eva
    Wandin, Helena
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen. Linköpings universitet, Sverige.
    Nya möjligheter i vardagen – ögonstyrd dator för personer med omfattande funktionsnedsättning2019Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Bakgrund/Syfte

    Ögonstyrd dator har potential att ge nya möjligheter för personer med omfattande funktionsnedsättning och kan vara det enda sättet för dessa att på egen hand utföra vardagsaktiviteter. Syftet med symposiet är att delge forskningsresultat och kliniska tillämpningar kring användning av ögonstyrd dator i vardagen.

    Metod/Tillvägagångssätt

    Symposiet består av korta presentationer (10-15 min) av fyra presentatörer: forskare, yrkesverksam arbetsterapeut samt logoped inom området. Användning av ögonstyrd dator kommer rapporteras utifrån; en interventionsstudie med longitudinell design (10 barn, omfattande funktionsnedsättning), två kvalitativa studier (föräldrars och lärares perspektiv), fallstudier med litet barn (9 månader) respektive ungdom med Rett syndrom, nationell enkätundersökning (171 användare, 4-81 år). Utvecklingsprojekt om upplägg i datorn för att erbjuda färdiga lösningar kommer också rapporteras.

    Resultat/Preliminärt resultat

    Interventionen visar att ögonstyrd dator är användbart som hjälpmedel för barn i olika åldrar och med olika diagnoser. Utifrån föräldrars och lärares perspektiv kan barnen påverka sin situation genom ögonstyrd dator vilket ger hopp inför framtiden. Fallstudierna kommer rapportera nyttan med ögonstyrd dator som tidig intervention för att gradvis lära sig utföra aktiviteter samt hur aktivt deltagande i vardagen kan påverkas. Enkätundersökningen visar på olika aspekter av användbarheten med ögonstyrd dator för personer med funktionsnedsättning. Färdiga upplägg för kommunikation, fritidsaktiviteter och lärandesituationer kommer också presenteras.

    Slutsats/Praktisk tillämpning

    Symposiet ger fördjupade kunskaper och förståelse för hur ögonstyrd dator kan bidra till och används för lek, kommunikation, skol- och arbetsuppgifter av personer med omfattande funktionsnedsättning.

    Deltagare på symposiet kommer få delge sina erfarenheter och delta i diskussion om hur forskningsresultat kan bidra till förståelse, möjligheter och tillämpning av ögonstyrd dator.

  • 8. Borgestig, Maria
    et al.
    Rytterström, Patrik
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen. Linköpings universitet, Sverige .
    Föräldrars erfarenheter av ögonstyrd dator i vardagen för barn med omfattande rörelsehinder2019Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Bakgrund: För barn med omfattande rörelsehinder som saknar tal och som är beroende av assistans i alla vardagsaktiviteter så är ögonstyrd dator ofta enda möjligheten att utföra aktiviteter och kommunicera mer självständigt. Men forskning som fokuserar på föräldrars erfarenheter om användning av hjälpmedlet har saknats. Syftet var att beskriva vad det betyder för föräldrar när deras barn med omfattande rörelsehinder utan tal börjar använda ögonstyrd dator i vardagen.

    Metod: Intervjuer genomfördes med föräldrar till åtta barn med omfattande rörelsehinder utan tal som använde ögonstyrd dator i vardagen. Intervjuerna analyserades med hermeneutisk ansats.

    Resultat: För föräldrarna betydde barnens användning av ögonstyrd dator att barnen kunde påverka sin situation vilket gjorde stor skillnad i vardagen. Hjälpmedlet försåg också barnen med möjligheter att visa sin personlighet och kompetens och från föräldrars perspektiv även oändliga möjligheter för barnen att utvecklas. Föräldrarna behövde hantera den skillnad som uppstod mellan barnens förmåga här och nu och alla möjligheter de såg med hjälpmedlet i framtiden. Sammantaget visar studien att barnens användning av ögonstyrd dator väckte ett hopp hos föräldrarna om en bättre framtid för sina barn, där barnen kan utvecklas och få inflytande över sitt liv.

    Slutsats: Att förstå föräldrars perspektiv på barns användning av ögonstyrd dator i vardagen och vad föräldrar hoppas på är väsentligt för att professionella ska kunna jobba tillsammans med föräldrarna med gemensamt fokus och mål. Det kan också bidra till att professionella blir bättre förberedda på vilket stöd som kan behövas för barnets användning i vardagen.

  • 9.
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Controlling a computer with eye gaze: opportunities for children with severe physical impairments2017Konferensbidrag (Övrigt vetenskapligt)
  • 10.
    Hemmingsson, Helena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen. Linköping University, Sweden.
    Ahlsten, Gunnar
    Wandin, Helena
    Rytterström, Patrik
    Borgestig, Maria
    Eye-Gaze Control Technology as Early Intervention for a Non-Verbal Young Child with High Spinal Cord Injury: A Case Report2018Ingår i: Technologies, ISSN 2227-7080, Vol. 6, nr 1, artikel-id 12Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Assistive technology (AT) can be used as early intervention in order to reduce activity limitations in play and communication. This longitudinal case study examines eye-gaze control technology as early intervention for a young child with high spinal cord injury without the ability to make sounds. The young child was followed by repeated measures concerning performance and communication from baseline at 9 months to 26 months, and finalized at 36 months by field observations in the home setting. The results showed eye-gaze performance and frequency of use of eye-gaze control technology increased over time. Goals set at 15 months concerning learning and using the AT; naming objects and interactions with family was successfully completed at 26 months. Communicative functions regarding obtaining objects and social interaction increased from unintentional actions to purposeful choices and interactions. At 36 months, the toddler was partly independent in eye gazing, used all activities provided, and made independent choices. In conclusion, the results show that a 9-month-old child with profound motor disabilities can benefit from eye-gaze control technology in order to gradually perform activities, socially interact with family members, and make choices.

  • 11.
    Hemmingsson, Helena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Borgestig, Maria
    Eye Gaze Technology in Everyday Life for Individuals with Impairments2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    This session aims to present research outcomes of eye gaze technology in everyday life for people with severe impairments. Two speakers, researchers in the field of eye gaze technology, will present research findings concerning the effect from eye gaze technology on daily activities, as early intervention, and the use of eye gaze technology among adult users. The discussion focuses on how research can benefit applications of eye gaze technology and clinical practice.

  • 12. Rytterström, Patrik
    et al.
    Borgestig, Maria
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen. Linköping University, Sweden.
    Hope and Technology: Other-Oriented Hope Related to Eye Gaze Technology for Children with Severe Disabilities2019Ingår i: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 16, nr 10, artikel-id 1667Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Introducing advanced assistive technology such as eye gaze controlled computers can improve a person's quality of life and awaken hope for a child's future inclusion and opportunities in society. This article explores the meanings of parents' and teachers' other-oriented hope related to eye gaze technology for children with severe disabilities. A secondary analysis of six parents' and five teachers' interview transcripts was conducted in accordance with a phenomenological-hermeneutic research method. The eye gaze controlled computer creates new imaginations of a brighter future for the child, but also becomes a source for motivation and action in the present. The other-oriented hope occurs not just in the future; it is already there in the present and opens up new alternatives and possibilities to overcome the difficulties the child is encountering today. Both the present situation and the hope for the future influence each other, and both affect the motivation for using the technology. This emphasises the importance of clinicians giving people opportunities to express how they see the future and how technology could realise this hope.

  • 13. Sernheim, Åsa-Sara
    et al.
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen. Linköping University, Sweden.
    Lidström, Helene
    Witt Engström, Ingrid
    Liedberg, Gunilla M.
    Rett syndrome: Teenagers’ and young adults’ activities, usage of time and responses during an ordinary week – a diary study2019Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Little is known about the everyday life of individuals with Rett syndrome.

    Aim/Objective: To describe ten participants’ (teenagers/young adults) activities during a period of seven days, the time-use, where and with whom the activities were performed and the participants’ responses in the form of visible/audible reactions during activities.

    Material and method: A time-geographic self-administered diary was filled in by 63 informants (parents/support staff) and analysed using the software, DAILY LIFE 2011.

    Results/Findings: The most frequently reported activities were hygiene/toilet, moving around indoors, eating and getting dressed. Most time was spent in sleeping, daily care, medical health care and travel/transportation. Little time remained for receptive activities, daytime rest, physical, social/creative, communication, school/daily work and domestic chore activities, especially for the young adults. Most time was spent with staff, thereafter with families and the least time was spent with friends. The most reported response was “interested”, and “opposed” was the least reported.

    Conclusions: Daily and medical health care activities were time consuming. Improved communication between all parties may increase participation and well-being and provide solutions for handling unpleasant activities and sedentary time.

    Significance: A more varied range of activities may improve the everyday life for individuals with Rett syndrome.

  • 14. Yngve, Moa
    et al.
    Lidström, Helene
    Ekblad, Elin
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Perceived need of accommodations for high school students with special educational needs2018Konferensbidrag (Övrigt vetenskapligt)
  • 15. Yngve, Moa
    et al.
    Lidström, Helene
    Ekblad, Elin
    Hemmingsson, Helena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen. Linköping University, Sweden.
    Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs2019Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 34, nr 3, s. 327-341Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’perceived accommodation needs. Accommodation needs and their provision in school activ- ities were assessed with the School Setting Interview for 484 students with SEN. Students’mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational pro- gramme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommo- dation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accom- modations to satisfactorily participate in education. Specific stu- dent characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’needs for support in school activities.

1 - 15 av 15
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  • en-GB
  • en-US
  • fi-FI
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  • html
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  • rtf