umu.sePublikasjoner
Endre søk
Begrens søket
1 - 4 of 4
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Bertilsdotter Rosqvist, Hanna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    Knowing what to do: exploring meanings of development and peer support aimed at people with autism2019Inngår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 23, nr 2, s. 174-187Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Non-autistic people is frequently described as best positioned to provide support to autistic people. But what could autistic peer support, where the support actor is another person with autism, mean? The aim of this paper is to explore different meanings of development and peer support at an autistic-only work place in Sweden. The analyses in this paper is based on data from a field work among a group of autistic self-advocates in Sweden. The group is working together in a three-year autist led project aiming at supporting young adults with autism with life strategies and with peer-to-peer mentoring as well as educating employers about autistic abilities. In the group ideas of an alternative autistic development to be nurtured and supported by autistic peer support is brought forward. Support to autistic people has to be based on understandings on autistic functionality and ways of developing and learning. This includes support in executive function, formulating goals and future aspirations, support in to get to know your abilities, embrace and cherish your strengths and interests, and get to know your difficulties including strategies to manage them, without reinforcing a sense of failure.

  • 2.
    Essex, Jane
    et al.
    School of Education, University of Strathclyde, UK.
    Alexiadou, Nafsika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Zwozdiak-Myers, Paula
    School of Education, Brunel University London, UK.
    Understanding inclusion in teacher education: A view from student teachers in England2019Inngår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, s. 1-19Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to practice inclusion, and how they mediate the tensions. Drawing on two exploratory studies with science student teachers in two Initial Teacher Education programmes in England, we focus on the conceptions of inclusion held by the student teachers and the links between inclusion and teacher education. Our findings suggest that conventional understandings in relation to ability still dominate, with ability-based differentiation viewed as the key teaching strategy to promote inclusion. In addition, student teachers find themselves having to negotiate contradictory and often conflicting approaches to inclusion, diversity, and academic attainment. The discrepancies highlighted by this study have implications for how teacher education courses need to be organised to promote the practice of inclusion.

  • 3.
    Isaksson, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    Lindqvist, Rafael
    Göteborgs universitet, Institutionen för Socialt arbete .
    Bergström, Erik
    Umeå universitet, Medicinska fakulteten, Institutionen för klinisk vetenskap, Pediatrik.
    'Pupils with special educational needs': a study of the assessments and categorizing processes regarding pupils' school difficulties in Sweden2010Inngår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 14, nr 2, s. 133-151Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    One important goal of Swedish educational policies is to integrate all pupils within regular education, irrespective of disability or difficulties in school, and to adjust education to individual needs. The aim of this article was to explore how schools ‘socially construct’, i.e. identify and support, pupils with special educational needs. Another aim was to explore if there were any dominant patterns in the schools’ procedures to differentiate pupils with such needs from ‘normal’ pupils, and how such patterns can be understood in a broader context of educational policies. Interviews were conducted with school personnel from two compulsory schools in a municipality in northern Sweden. We chose to use the grounded theory approach for analysing the interview data. The analysis indicated that there were three different patterns or models for identifying and supporting pupils with special educational needs: a pedagogical, a social or a medical model. Various professionals were involved in different ways in each model. Another finding was that school personnel did not find it easy to sort out and assess ‘special educational needs’, and that the identification of such needs were conditioned upon resources available for the schools.

  • 4.
    Winberg, Kerstin
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    Bertilsdotter Rosqvist, Hanna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    Rosenberg, David
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    Inclusive spaces in post-secondary education: exploring the experience of educational supports for people with a neuropsychiatric disability2019Inngår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, nr 12, s. 1263-1276Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this study was to investigate the experiences of studying among people with a neuropsychiatric disability who received support from a Supported Education (SEd) programme, and people who did not receive this support. The research employed a narrative approach, where 14 participants with a neuropsychiatric diagnosis were asked to write a short reflective narrative about their experience of studying, with/without support from a SEd intervention. The results show that the persons without support from the model relied on their family as their primary support, and that support from formal support providers was not available prior to receiving a formal diagnosis. Those who received services from SEd were generally satisfied with the support they received, and did not emphasise the family as support givers in the same way. The study points to the importance of developing neurodiverse spaces, which can serve as transitional environments and that can help supported education models adapt to the needs of this group.

1 - 4 of 4
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf