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  • 1. Bernehäll Claesson, Inger
    et al.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    What families with children with brittle bones want to tell2002In: Child: Care, Health and Development, Vol. 28, no 4, p. 309-315Article in journal (Refereed)
    Abstract [en]

    Interviews with parents of children with brittle bones and questionnaires answered by 30 families about everyday life.

  • 2. Björck-Åkesson, Eva
    et al.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Fälth, Inga-Britt
    Åtgärder, samspel, kommunikation: en modell för tidig familjeorienterad intervention1997Book (Other academic)
  • 3. Björck-Åkesson, Eva M.
    et al.
    Brodin, Jane M.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    International Diversity of Toy Libraries1992In: Topics in Early Childhood Special Education, ISSN 0271-1214, E-ISSN 1538-4845, Vol. 12, no 4, p. 528-543Article in journal (Refereed)
    Abstract [en]

    This survey describes the types of toy libraries found throughout the world. The descriptive study is based on a questionnaire and information material from 37 countries and on personal visits to some countries. The survey shows that there are more than 4,500 toy libraries in the world in 31 countries on all continents. Four major types of toy libraries emerge: (a) community-oriented toy libraries; (b) lekotek for children with special needs and their families; (c) toy libraries as a cultural, social, and recreational center; and (d) toy lending libraries. Twenty-one countries have adopted the ``lekotek'' concept. The lekotek provides services for young children with special needs and their families. The original lekotek concept assumes a model of early intervention where the needs of the child and the family are central. Assessment and intervention are carried out in collaboration with the parents. Individualized Family Service Plans (IFSPs) fit well into the frame of the lekotek concept. Examples of how programs at lekoteks service families of young children with disabilities are given.

  • 4.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    A school for all - a challange for the Swedish school system.2007Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Paper presented at South West University "Neofit Rilsky", Blagoevgrad, Bulgaria, 17-23rd of September 2007.

    Target groups: teacher trainers, students, professionals working in schools

  • 5.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Att stimulera barns lärande med stöd av IKT2010In: Specialpedagogisk tidskrift - att undervisa, ISSN 2000-429X, no 1, p. 21-23Article in journal (Other academic)
    Abstract [en]

    Barn med funktionsnedsättningar har ofta lyfts fram som vinnare när man talat om användning av IKT i skolan. Förväntningarna på vad IKT skulle medföra för elever i behov av särskilt stöd har varti stora både bland föräldrar och lärare. När den nya tekniken inroducerades antogs den kunna lösa många problem för barn med svårigheter av olika slag och därigenom bidra till att de bättre skulle kunna tillgodogöra sig undervisningen i skolan. Idag vet vi att det krävs mer än bara teknik.

  • 6.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Att tolka barns signaler: gravt utvecklingsstörda flerhandikappade barns lek och kommunikation1991Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to describe interaction between mothers/ caregivers and their profoundly mentally retarded and multiply handicapped children, and to describe the function of play in communicative interaction.

    In the study I describe the communicative interaction of six children aged 1:3 to 10 years. The children have been studied in their homes and preschools or schools. Each child had five or six handicaps in addition to their profound retardation. The study is based on interviews with parents, information from naturally-occurring conversations and videoobservations. Meals and play were selected for video-recording.

    The results indicate that the most important function of play is as a means of communication and learning. Play most often involves sensory stimulation and body play. Communicative interaction is non-verbal and described in terms of gaze/eye contact, facial expressions, gestures and body movements. A pattern of interaction has been found. This consists of four phases: an impression-receiving phase with orientation, an expressive phase with motor activity, a pause with processing and preparation of an answer and finally a break or a limited reaction. These children have, however, a communicative competence. The ability of the mothers to interpret the children’s signals is extremely context-dependent. These mothers adjust their communicative behaviour to the child and facilitate the child’s communicative interaction. The ability of the mothers/ caregivers to interpret the signals of these children is often underestimated by professionals. The living conditions of the parents have emerged as an important factor for play, communication and the development of the child.

  • 7.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Att tolka barns signaler: Lek och kommunikation hos barn med flerfunktionshinder2008Book (Other academic)
    Abstract [sv]

    The book is an updated and revised version of the dissertation "To interpret children's signals. Play and communication in children with profound intellectual and multiple disabilities" which was originally published at the Department of Education, Stockholm University.

  • 8.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Att tolka icke-verbal kommunikation hos gravt utvecklingsstörda flerhandikappade barn1991In: Rapport från forskningskonferensen människa handikapp livsvillkor Örebro den 10 och 11 april 1991 / [ed] Eiwor Pettersson, Örebro: Socialförvaltningen , 1991, p. 153-154Chapter in book (Refereed)
  • 9.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Avlösarservice som en lagstadgad rättighet. Ett svenskt perspektiv på familjestöd1995In: Fokus på familien: Tidsskrift for familiebehandling, ISSN 0332-5415, E-ISSN 0807-7487, no 4, p. 201-209Article in journal (Refereed)
  • 10.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Barn av sin tid2008In: Barn i utsatta livssituationer, Gleerups Utbildning AB, Malmö , 2008, p. 23-47Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kapitlet handlar om barn och barndom i vår samtid. Synen på barns utveckling och barndom har förändrats över tid och i detta kapitel lyfts barn fram som kompetenta och sociala aktörer. Ett flertal av barnkonventionens artiklar handlar om att skydda barn, att ge barn trygghet under uppväxten och om att lyssna på barnens röster. Barn har rätt till föräldrar som kan ge dem skydd, trygghet och kärlek.

    Många barn som idag lever i utsatta livsmijöer gör det därför att deras föräldrar har svårt att klara sitt föräldraskap. Det kan handla om att barn är utsatta för fysiska, psykiska eller sexuella övergrepp som de inte kan värja sig emot. Samhällets struktur kan sägas bidra till att dagens barn och unga är mer utsatta, samtidigt som föräldrarnas inflytande på sina barns liv har minskat.

  • 11.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Barn i utsatta livssituationer2008Collection (editor) (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).

  • 12.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Barn i utsatta miljöer och livssituationer2009In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Socialmedicinsk forskning på KI, Vol. 86, no 2, p. 185-191Article in journal (Refereed)
    Abstract [en]

    Artikeln är baserad på ett projekt om barn i utsatta miljöer och livssituationer. Resultaten har publiverats i en bok, en antologi, med fem författare. Utgångspunkten är barnkonventionen.

  • 13.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Barn med funktionsnedsättningar: Kapitel 32008In: Barn i utsatta livssituationer, Gleerups Utbildning AB, Malmö , 2008, p. 79-106Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I detta tredje kapitel ses barns olikheter som en utmaning i en förskola och skola för alla. Alla barn är unika och om olikheter betraktas som resurs eller problem beror på situationen eller miljön runt barnet. Forskning har visat att när ett barn har svårigheter i skolan handlar detta oftast om strukturella och organisatoriska frågor och inte om det enskilda barnet. Utgångspunkten är alla barns lika värde och lika rätt till deltagande och möjligheter till utveckling.

  • 14.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies. Stockholm University.
    Can ICT give children with disabilities equal opportunities in school?2010In: Improvning Schools, ISSN 1365-4802, Vol. 13, no 1, p. 99-112Article in journal (Refereed)
    Abstract [en]

    Opoportunities for children wih disabilites to participate in school on equal conditions as others are often stressed while reality schows that many childrne with disabilities are stills egregated. ICT has been highlighted as a tool for communication and inclusion for children with disabilities but from research it appears that implementation of technology in children's everyday lift is difficult.One conclusion of the project is that there is a need both for technical and social support in school if ICT schould function as a bridge for inclusion of all pupils.

  • 15.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Children and adolescents with brittle bones — psycho‐social aspects1993In: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 19, no 5, p. 341-347Article in journal (Refereed)
    Abstract [en]

    Osteogenesis imperfecta (OI) or brittle bones is a most unusual disease and there is a limited number of people in the whole world suffering from it. Most studies reported from this area are in the medical field and few illuminate the psycho-social effects of the disease. Three studies of children and young people with brittle bones have been carried out within the psycho-social field in Sweden. They are all based on inquiries and interviews with children and parents engaged in the Swedish National Organization for Physically Disabled Children and Adolescents.

  • 16.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Children in exposed living situations: Presentation at South West University,'Neofit Rilsky', Blagoevgrad, Bulgaria, April 22-29, 20092009Conference paper (Other academic)
    Abstract [en]

    Focus on this powerpoint presentation is children in difficult living situations. They are badly treated and often victims of physical or sexual outrage and neglected and badly looked after. They are children who expereince violation and exploitation by adults and peers. The problem is not the child per se but the environment.

  • 17.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Children in precarious environments and life situations2011In: International Journal of Child and Adolescent Health, ISSN 1939-5930, Vol. 4, no 2, p. 131-138Article in journal (Refereed)
    Abstract [en]

    This article is based on a project studying children growing up in precarious environments and life situations in Sweden. Data have emerged from the explorative study "Children in precarious life situations". Regardless of Sweden's long tradition in the social welfare field many children have difficulties and do not feel mentally well. The aim of this article is to increase the knowledge of children in precarious environments and life sitations and to explore the existence of exposed arenas where many children spend their everyday lives.

  • 18.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Children in Precarious Environments and Life Situations2012In: Child and Adolescent Health Yearbook 2011 / [ed] Joav Merrick, Nova Science Publishers, Inc., 2012, p. 151-160Chapter in book (Other academic)
  • 19.
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education.
    Communication and assistive technology for persons with mental retardation1997In: Advancement of assistive technology / [ed] G. Anogianakis, C. Bühler, M. Soede, Amsterdam: IOS Press, 1997, p. 81-84Chapter in book (Other academic)
  • 20.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Computer play centres for children with disabilities2003In: Toys as communication (Nelson, Berg & Svensson, 2003).: Toy research in the late twentieth century, part 2, Stockholm: SITREC, KTH , 2003, p. 357-364Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    Many parents of children with severe disabilities complain that they experience difficulties in activating their child. They state that their child does not play or does not play independently and that the child is not interested in common toys. Computers offer new opportunities for many of these children.

  • 21.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Diversity of aspects on play in children with profound multiple disabilities2005In: Early Child Development and Care, ISSN 0300-4430, Vol. 175, no 7-8, p. 635-646Article in journal (Refereed)
    Abstract [en]

    The article discuss different aspects on play in children with severe and multiple disabilities. What opportunities are available for children in need of special support? How much is regarded as training and how much is regarded as learning?

  • 22.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Education for Global Competencies: An EU-Canada Exchange Programme in Higher Education and Training2010In: Journal of Studies in International Education, ISSN 1028-3153, E-ISSN 1552-7808, Vol. 14, no 5, p. 569-584Article in journal (Refereed)
    Abstract [en]

    Globalization has emerged as a trend concept during the past decades. As a result of the globalization, the need for educating all citizens and providing them with information about other cultures and countries has increased. In this article, international student exchange in higher education will be discussed. Global competencies in early childhood education was a student mobility project aimed at preparing undergraduate multicultural context all over the world. The project was part of a transnational EX/Canada cooperation programme in higher education and training. By participating in academic studies and fieldwork in early childhood settings, the students were expected to gain experrience that would enable them to work with young children in multicultural settings as well as in different countries, to have a significant impact on the children they work with and their families.

  • 23.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Equal opportunities and education for all in tomorrows school!: South West University, Bulgaria, 22-29 April, 20092009In: Presentation at South-West University, 'Neofit Rilsky', Blagoevgrad, Bulgaria: A powerpoint presentation, 2009Conference paper (Other academic)
    Abstract [en]

    IRIS is a European project with six countries (seven partners) involved. The partners represent both research and pratical work and one aim is to develop an Aide Memoir (bookmark and a developed checklist for teachers) in the inclusive school.

  • 24.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Har Peters kommunikation utvecklats: en longitudinell studie av en gravt utvecklingsstörd mans kommunikativa kompetens1992Report (Other academic)
  • 25.
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    ICT: a tool for play and communication2002In: Assistive Technology: shaping the future, Amsterdam: IOS Press , 2002, p. 185-189Chapter in book (Other academic)
    Abstract [en]

    ICT as a link for promoting inclusion of children with disabilities

  • 26.
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    ICT in Education and In-service Training2003In: Assitive Technology: Shaping the future (G. M. Craddock, Ed.), Burke, VA: IOS Press , 2003, p. 212-215Chapter in book (Other academic)
    Abstract [en]

    Focus is on ICT in education and in-service training of teachers working in special education

  • 27.
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education.
    Implementation of new technology for persons with mental retardation and the importance of staff education1998In: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 21, no 2, p. 155-168Article in journal (Refereed)
    Abstract [en]

    Few studies have been conducted with focus on implementation of assistive technology for persons with mental retardation at day centres. This study elucidates some of the factors affecting the implementation and also reveals the results from an empirical survey on education and attitudes towards usage of new technology by day centre staff. The importance of staff education on mental retardation, assistive technology, adaptation of devices and methods for training is stressed.

  • 28.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Inclusion in Outdoor Education. Learning in Motion: Ensuring a Society for ALL: 21st International Congress of Rehabilitation International, Quebec, Canada, 2008.2008Other (Other academic)
    Abstract [en]

    A presentaiotn of the Learning in Motion (LIM) project which is a cooperation with five countries involved. The overall aim is to enchance a society for all citizens on equal conditions. Data from two different studies were reported.

  • 29.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Inclusion through access to outdoor education: Learning in Motion (LIM)2009In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 9, no 2, p. 99-115Article in journal (Refereed)
    Abstract [en]

    Learning in Motion was a European project involving seven partners in five countries: Sweden, Finland, Latvia, Germany and Greece. The project focused on inclusion and access to outdoor education and was financed by the European Commission within the framework of the Socrates-Grundtvig Programme. The aim of the project was to explore if and how outdoor education can be used for physical and sensitivity training of children, adolescents and adults with intellectual disabilites and to develop, examine and disseminate ideas on this topic. The resutl showed that inclusion is still a faraway concept, especially for many adults with intellectual disabilities. The results also showed that the municipalities were interested in increasing out door education for the target group but the main obstacles were a lack of educated staff and the present financial climate.

  • 30.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Inledning2008In: Barn i utsatta livssituationer, Gleerups Utbildning AB , 2008, p. 7-21Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kapitlet är en inledning till boken "Barn i utsatta livssituationer" och presenterar bokens innehåll och disposition. I kapitlet presenteras även Barnkonventionen.

  • 31.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    "It takes two to play": Reflections on play in children with multiple disabilities2018In: Today's childen - Tomorrow's parents, ISSN 1582-1889, no 47-48, p. 28-39Article in journal (Refereed)
    Abstract [en]

    Research on play accelerated and had a breakthrough in the 1980s but during the last decades it has been a backlash in the interest for play research. If we take play in children with multiple disabilities into consideration it is even more obvious that the topic has, to a great extent, been neglected and not been highlighted equally often in research. This article focuses on play in children with multiple disabilities and takes an interdisciplinary perspective.  The main question is ‘What does play mean for children with the most multiple disabilities?’. The article is based on previous studies on play with a qualitative approach, where play observations and interviews with persons in the child’s immediate environment, i.e. parents and early childhood staff, have dominated. The theoretical approach is interactionistic and partly based on Bronfenbrenner’s ecological theory of human development. In this article play and toys for enhancement of child development is discussed. The result shows that play can constitute a tool for development of a diversity of skills in these children, provided that the child has a good support from persons around. However joyful play also has a value per se for children with disabilities. The conclusion is that the role of adults as supporters and interaction partners in children’s play is extremely important, and it takes two to play for children with multiple disabilities.

  • 32.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Kan utomhuspedagogik stödja lärande och inkludering? Personer med intellektuella funktionsnedsättningar:  2011In: Socialmedicinsk tidskrift, ISSN 0037-833X, Vol. 88, no 5, p. 445-458Article in journal (Refereed)
    Abstract [sv]

    Idag betonas vikten av utomhusaktiviteter för människors hälsa och välbefinnande. Att utforska naturen handlar om att lära med alla sinnen, dvs smak, lukt, känsel, syn och hörsel. Artikeln baseras på EU-projektet Learning in Motion med fokus på barn och vuxna med intellektuella funktionsnedsättningar. Syftet var att utröna om och i så fall hur utomhusaktiviteter ger fysisk och sensorisk stimulering för personer med intellektuella funktionshinder. Studien baseras på intervjuer, enkäter och litteraturstudier.

  • 33.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Kommunikativ kompetens - begrepp och definitioner2005Report (Other (popular science, discussion, etc.))
  • 34.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kommunikativ kompetens hos gravt utvecklingsstörda flerhandikappade barn1993In: Rapport från forskningskonferensen människa, handikapp, livsvillkor: Örebro den 24 och 25 april 1993, Örebro: Social- och omsorgsförvaltningen , 1993, p. 295-299Chapter in book (Other academic)
  • 35.
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education.
    Municipalities’ view of respite care service for families in Sweden: a comparison between two studies1996In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 11, no 3, p. 330-336Article in journal (Refereed)
    Abstract [en]

    In 1994 a new law, the Act concerning Support and Service for Persons with Certain Functional Impairments (LSS), was passed in Sweden. Accessibility to respite care service is a legal right for families with children with disabilities primarily aimed at giving parents and caregivers relief from care in daily life. The aim of this short report is to illustrate how the municipalities meet the families’ need of support, to study the differences between the results from two data collections (1988 and 1994) and to reveal if and how the priorities have changed over time. The results show that there is a great need of respite care in families of children with disabilities and that there is a lack of case managing from the local authorities. Many municipalities had made an inventory of the need for support. A critical question is: to what extent can parents influence decisions concerning respite staff? To conclude, a need for developing well‐functioning models for respite care service is stressed.

  • 36.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Non-verbal communication in children with severe disabilities2007Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The paper was presented at South West University "Neofit Rilsky", Blagoevgrad, Bulgaria, September 17-23, 2007.

    Target groups: Speech therapists, teachers, students

  • 37.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Nya vägar att nå varandra: Multimedia för personer med psykisk utvecklingsstörning1994In: Vård, ISSN 0281-921X, no 3, p. 86-91Article in journal (Other academic)
  • 38.
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Opportunities and obstacles.: Computer play for children with profound intellectual impairment2001In: Assistive technology: added value to the quality of life (C. Marinchek, Ed.), Amsterdam: IOS Press , 2001Chapter in book (Other academic)
    Abstract [en]

    What opportunites and obstacles exist when children with profound intellecual disabilities play computer games and how can the obstacles be abolished and the opportunities be promoted

  • 39.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Parents of children at an early developmental level2005In: Communication in a Shared World (S. Kalman, Ed.), Budapest: Hungarian Bliss Foundation , 2005, p. 30-33Chapter in book (Other academic)
    Abstract [en]

    The paper is based on a presentation on  the 5th Eastern and Central European regional Augmentative and Alternative Communication (AAC) conference held in Budapest in December 2005.

  • 40.
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education.
    Play in children with severe disabilities: Theoretical aspects1998In: EuroRehab, no 1, p. 35-39Article in journal (Refereed)
  • 41.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Qualitative research and ethical aspects in AAC: The second ISAAC research symposium in Augmentative and Alternative Cmmunication1992In: Methodological Issues in Research in AAC / [ed] D.J. Gardner-Bonneau, ISAAC International Association in AAC , 1992, p. 24-30Chapter in book (Refereed)
  • 42.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Remedial Education for Children with ADHD in Sweden2012In: Contemporary Trends in ADHD Research / [ed] Jill M. Norvilitis, Rijeka, Croatia: InTech, 2012, p. 107-126Chapter in book (Refereed)
    Abstract [en]

    The purpose of the chapter is to increase the understanding and knowledge of children with ADHD and their everyday lives in educational settings. As these children constitute an ever increasing group all over the world and the disorder really creates huge problems for them in school, this chapter will focus on remedial education in Sweden.

  • 43.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Rätten liv mitt liv: Tema Kulturmöten1991In: R & L: religion & livsfrågor, Vol. 91, no 3, p. 18-24Article in journal (Other academic)
  • 44.
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education.
    Självbild hos personer med utvecklingsstörning2000In: Att Undervisa, no 1, p. 11-18Article in journal (Other academic)
    Abstract [sv]

    I artikeln redovisas resultaten från ett projekt om videotelefoni där personer med utvecklingsstörning kommunicerade. Fokus var på deras självbild

  • 45.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Still Picture Telephony, Videotelephony and Telefax for People with Mental retardation: Proceedings of the Seventh Annual Conference (CSUN)1992In: Technology and Persons with Disabilities: Proceedings of the Seventh Annual Conference (CSUN) / [ed] H Murphy, Los Angeles: California State University Press , 1992, p. 77-80Chapter in book (Refereed)
  • 46.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Stillbildstelefon som stöd vid kommunikation1993In: Tlekommunikasjon for mennesker med psykisk utviklingshemming / [ed] K.B. Nilsson och S. von Tetzchner, Oslo: Rådet for tekniske tiltak for funksjonshemmede og SINTEF , 1993, p. 57-67Chapter in book (Refereed)
  • 47.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Sweden: Children in unsafe environments and life situations2013In: Children, Violence and Bullying.: International perspectives / [ed] J. Merrick, I. Candell & H.A. Omar Eds.), New York: Nova Science Publishers, Inc., 2013, p. 115-125Chapter in book (Refereed)
  • 48.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Telecommunication for people with mental retardation: requirements and services1992Report (Other academic)
  • 49.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Telefax för personer med utvecklingsstörning1993Report (Other academic)
  • 50.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    To interpret non-verbal communication in profoundly mentally retarded and multiply handicapped children1991In: The Third Nordic Child Language Symposium: Oulu, 7-8 December 1990: symposiumraportti / [ed] Eila Alahuhta, Oulu: Oulun yliopisto , 1991, p. 60-68Chapter in book (Refereed)
123 1 - 50 of 129
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