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  • 1.
    Allodi Westling, Mara
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Bölte, Sven
    Danielsson, Henrik
    Granlund, Mats
    Wilder, Jenny
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context2019In: Research to Practice in Early Intervention: An International Perspective, 2019Conference paper (Other academic)
    Abstract [en]

    In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.

  • 2. Lillvist, Anne
    et al.
    Wilder, JennyStockholm University, Faculty of Social Sciences, Department of Special Education. Mälardalens högskola, Sverige.
    Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola2017Collection (editor) (Other academic)
    Abstract [sv]

    En god skolstart främjar trygghet, ro att lära och bidrar till goda utvecklingsmöjligheter. Positiva övergångar mellan olika skolformer  främjar kontinuitet i barns lärandevägar och är mycket beroende av  lärares kompetens och lyhördhet. I denna antologi ges perspektiv från lärare, barn och föräldrar om de övergångar som barn gör under sin skolgång, skolövergångar genom nutida övergångsforskning.

  • 3. Lillvist, Anne
    et al.
    Wilder, Jenny
    Stockholm University, Faculty of Social Sciences, Department of Special Education. Mälardalen University, Sweden.
    Valued and performed or not? Teachers' ratings of transition activities for young children with learning disability2017In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 32, no 3, p. 422-436Article in journal (Refereed)
    Abstract [en]

    Stakeholder collaboration has been identified as a facilitator for positive transition outcomes for all children, and especially for children in need of special support. However, the type and extent of stakeholder collaboration have shown to be related to teachers' view of their transition practises. Thus, this study set out to examine the transition activities reported by 253 teachers in Compulsory School for Students with Learning Disabilities in Sweden. The purpose was to study the type of transition activities performed and how important teachers regarded these activities to be. The results show that overall teachers are engaged in transition activities that can be described as mainly traditional, as they do not differ from transition activities carried out in other educational settings. The results also show that untraditional transition activities, such as home visits and joint parent meetings with preschools, are viewed as important, but rarely executed. The results are discussed from an ecological systems perspective, emphasising the interconnectedness of individuals and their environment. Focus is given to individualised transition processes and developmentally appropriate transition activities for young children with learning disability.

  • 4.
    Ringer, Noam
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilder, Jenny
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Scheja, Max
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Managing children with challenging behaviours. Parents’ meaning-making processes in relation to their children’s ADHD diagnosis2019In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346XArticle in journal (Refereed)
    Abstract [en]

    This study investigates parents’ lived experiences of having a child diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The aim was to explore parents’ meaning-making processes in relation to their children’s ADHD with a focus on understanding the impact that receiving a diagnosis had on the parents’ perceptions of, and ways of managing, their children’s challenging behaviours. Drawing on data collected through semi-structured interviews with 12 parents, we carried out a content analysis of the parents’ accounts, producing a range of categories describing different aspects of the parents’ meaning-making processes in relation to their child receiving an ADHD diagnosis. Five conceptual categories were identified, describing components of a process of adaptation through which the parents – using the diagnosis as a tool – were able to transform feelings of distress over their difficulties in managing their child’s challenging behaviours into feelings of being able to cope with these challenges of integrating the ADHD diagnosis into everyday family life. This research suggests that understanding the long-term processes involved in parents’ meaning-making of an ADHD diagnosis is important and can open up a pathway to developing initiatives to support parents in dealing with their child’s challenging behaviours in everyday life.

  • 5.
    Rosendahl, Jenny
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Wilder, Jenny
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Influence and participation in leisure- and democratic activities for people with intellectual disability2019Conference paper (Refereed)
    Abstract [en]

    An participatory action research study together with seven young adults with ID. The purpose of the study was to examine how to involve and increase influence and participation for persons with ID in a Swedish municipality.

  • 6.
    Rosendahl, Jenny
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Wilder, Jenny
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Who is the expert? Ethical issues in participatory action research together with young adults with intellectual disability2019Conference paper (Refereed)
  • 7. Talman, Lena
    et al.
    Stier, Jonas
    Wilder, Jenny
    Stockholm University, Faculty of Social Sciences, Department of Special Education. Mälardalen University, Sweden.
    Gustafsson, Christine
    Participation in daily life for adults with profound intellectual (and multiple) disabilities: How high do they climb on Shier's ladder of participation?2019In: Journal of Intellectual Disabilities, ISSN 1744-6295, E-ISSN 1744-6309, article id UNSP 1744629519863959Article in journal (Refereed)
    Abstract [en]

    Participation is the goal of Swedish disability policy, but it is difficult to achieve for adults with profound intellectual (and multiple) disabilities (PI(M)D). Since these adults are dependent on others in every aspect of their lives, others control their ability to participate in everyday life decisions. This study used observations, analyzed with Shier's ladder of participation, to elucidate and describe participation in daily life for adults with PI(M)D living in a group home. The results showed that the adults often reached the first three levels of Shier's ladder, one adult reached the fourth level once, and no one reached the fifth level. Participation on a higher level, therefore, seems hard to reach for adults. Staff members' attitudes toward the adults' capability can also be a barrier to participation. Applying Shier's ladder of participation can provide valuable information that might lead to increased participation in daily life for adults with PI(M)D.

  • 8. Talman, Lena
    et al.
    Wilder, Jenny
    Stockholm University, Faculty of Social Sciences, Department of Special Education. Mälardalen University, Sweden.
    Christine, Gustafson
    Stier, Jonas
    Staff members and managers’ views of the conditions for the participation of adults with profound intellectual and multiple disabilities2019In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 32, no 1, p. 143-151Article in journal (Refereed)
    Abstract [en]

    Background

    Participation is a central aspect of quality of life, and it is indicative of high‐quality outcomes for people with intellectual disabilities. However, participation is difficult to achieve for adults with profound intellectual and multiple disabilities.

    Aim

    To describe staff members’ perceptions of what participation means for adults with profound intellectual and multiple disabilities.

    Method

    Using a phenomenographic approach, 27 interviews were analysed resulting in variations in the conditions for participation.

    Results

    The interviews revealed conditions for participation at individual, staff and organisational levels.

    Conclusion

    Participation appears to be an un‐reflected phenomenon, and several conditions must be met to achieve it. The conditions are experienced being fundamental for adults within the target group to achieve any kind of participation. The staff members and managers’ perceptions of participation as conditional can make it more difficult for adults within the target group to achieve the Swedish disability policy goal of participation.

  • 9. Talman, Lena
    et al.
    Wilder, Jenny
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Stier, Jonas
    Gustafsson, Christine
    Staff’s and Managers’ Conceptions of Participation for Adults with Profound Intellectual Disabilities or Profound Intellectual and Multiple Disabilities2019In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 21, no 1, p. 78-88Article in journal (Refereed)
    Abstract [en]

    One goal of disability policies in Sweden and other countries is to ensure that people with disabilities are afforded an equal level of daily life participation as other citizens. However, few studies have examined this in adults with profound intellectual disabilities (PID) or profound intellectual and multiple disabilities (PIMD). This study used a phenomenographic approach to interview managers and staff at a social care organisation in a medium-sized Swedish municipality. It aimed to elucidate and describe conceptions of participation to highlight conceptual variations. Divergent conceptualisations were found, reflecting a lack of organisational consensus about the meaning of participation. Trying to fulfil policy goals of daily life participation for adults with PID or PIMD without a common understanding of the meaning of participation is difficult, so people at all levels of an organisation need to have a shared understanding and definition of it.

  • 10.
    Wilder, Jenny
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education. Mälardalen University, Sweden.
    Klang, Nina
    Sweden2017In: The Praeger International Handbook of Special Education: Volume 2: Europe / [ed] Michael L. Wehmeyer, James R. Patton, Santa Barbara, California: Praeger, 2017, p. 104-118Chapter in book (Refereed)
  • 11.
    Wilder, Jenny
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education. Mälardalen University, Sweden.
    Lillvist, Anne
    Collaboration in Transitions from Preschool: Young Children with Intellectual Disabilities2017In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Cham: Springer, 2017, p. 59-74Chapter in book (Refereed)
    Abstract [en]

    Diversity can be defined as the qualities of having variety and catering for a wide range of different people. The concept of diversity is often thought of as the integration and inclusion of all ethnic/cultural groups, genders and ages in the community. Children with disabilities are part of the variety of society and disabilities can be considered as a diversity category alongside others. This chapter explores the educational transitions of young children with intellectual disabilities, especially focusing on collaboration between educational settings. The chapter describes an ongoing research project on the educational transitions of young children with intellectual disabilities in Sweden and its preliminary results. It also aims to widen the appraisal of diversity and inclusion in the discourses and practice of professionals who work with children in times of educational transition.

  • 12.
    Wilder, Jenny
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education. Mälardalen University, Sweden.
    Lillvist, Anne
    Hope, Despair and Everything in Between – Parental Expectations of Educational Transition for Young Children with Intellectual Disability2017In: Families and Transition to School / [ed] Sue Dockett, Wilfred Griebel, Bob Perry, Cham: Springer, 2017, p. 51-66Chapter in book (Refereed)
    Abstract [en]

    The transition from preschool into school for children with disabilities is an important passage in the development of the child and in the family. Although children’s transitions from one educational practice to another is a growing field of research, there is limited knowledge of how the transitions from preschool to schools for children with intellectual disability (ID) are formed and experienced by families. Taking a theoretical stand point from Griebel and Niesel’s model of changes at the individual, relationships and contextual levels, and ecocultural theory on family life, the expectations of 8 parents of children with ID are analysed and discussed. The chapter presents results from an ongoing Swedish research project on understanding the learning journey in educational transitions of children with ID aged 6–7 years.

  • 13.
    Wilder, Jenny
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lillvist, Anne
    Learning journey: a conceptual framework for analyzing children’s learning in educational transition2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 5, p. 688-700Article in journal (Refereed)
    Abstract [en]

    Research about transitions in early childhood education has had an upsurge especially in the last 15 years. Much attention has been directed to what constitutes and builds up positive transitions. Although, as learning is one of the main tasks in educational settings, there is a need for more explicit research discussions in the transition research field about children’s learning in transition. The aims of this article are to discuss and unravel the theoretical concept ‘learning journey’ and to propose a conceptual framework for analyzing children’s learning in early educational transitions. The article gives a review of the concept learning journey and related terms: learning, continuity/discontinuity, change, collaboration and time. A conceptual framework of learning journey is proposed and a model presented. The model is discussed in relation to the PPCT-model of Urie Bronfenbrenner and a final discussion set the proposed conceptual framework of learning journey in the context of application to early childhood education.

1 - 13 of 13
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