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Wickman, Kim
Publications (10 of 61) Show all publications
Wickman, K. & Mårell-Olsson, E. (2024). Exploring special education teacher students' perspectives on the use of ChatGPT: opportunities and challenges. In: NERA 2024: Abstract Book. Paper presented at NERA 2024, 53st Congress; "Adventures of Education: Desires, Encounters and Differences", Malmö, Sweden, March 6-8, 2024 (pp. 698-698).
Open this publication in new window or tab >>Exploring special education teacher students' perspectives on the use of ChatGPT: opportunities and challenges
2024 (English)In: NERA 2024: Abstract Book, 2024, p. 698-698Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim: In the realm of special education, the advancement of technology has opened up new possibilities to provide suitable education for all students. Lately, one such technology that has gained significant attention is ChatGPT, an artificial intelligence large language model developed by OpenAI. ChatGPT offers a unique opportunity to facilitate communication, provide personalized assistance, and engage students in interactive learning experiences. However, it is crucial to understand how special education teacher students perceive the use of ChatGPT in their coming profession, as their insights are invaluable in shaping effective and inclusive educational practices. 

Theoretical framework: This study delves into the perceptions and experiences of special education teacher students regarding the integration of ChatGPT, an artificial intelligence (AI) large language model, into special education, all through the lens of the Visioning theoretical framework. This approach, which involves envisioning a desirable future and working backward to identify steps for its realization, is especially relevant when considering the transformative potential of technologies like ChatGPT in educational environments and the future of special education. 

Methodological design: Through a qualitative analysis of survey data from 79 first-year special education teacher students, the study utilized Visioning to probe not only current perceptions but also future aspirations and apprehensions concerning the application of ChatGPT in special education. The research sought to reveal participants' opinions on the opportunities and challenges presented by ChatGPT in special education, with an emphasis on its ability to enhance personalized learning, accommodate diverse educational needs, and address ethical considerations in educational practices. 

Expected conclusions/findings: Initial findings indicate a nuanced perspective among participants. While recognizing ChatGPT's potential in special education through customized individual learning experiences and increased student engagement, participants also expressed concerns. These concerns primarily revolved around the technology's accuracy, ethical implications, and the competencies required for educators to implement this tool effectively in special education contexts. For instance, a vast majority of the special education teacher students indicated that they are not particularly familiar with, nor have they used, ChatGPT themselves. Consequently, they feel unprepared to integrate ChatGPT into their teaching or to support their students who use the application. This research provides insights into how the use of AI-based tools could shape the future of special education practices and contributes to the discourse on the ethical integration of AI in educational settings, highlighting the complexities involved in adopting emerging technologies in special education environments. 

Relevance to Nordic educational research: From a Nordic perspective, the countries place strong emphasis on equality and inclusivity in education. Understanding how AI tools like ChatGPT can be tailored to support students with diverse learning needs aligns with the region's commitment to providing high-quality education for all. The study stresses the necessity for future teachers to be proficient in digital tools. Within the Nordic context, this indicates a need for teacher education, and and perhaps more specifically, special teacher education programs to incorporate comprehensive training in technologies, such as AI, ensuring educators are prepared to meet the diverse needs of their students. 

National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-222385 (URN)
Conference
NERA 2024, 53st Congress; "Adventures of Education: Desires, Encounters and Differences", Malmö, Sweden, March 6-8, 2024
Available from: 2024-03-14 Created: 2024-03-14 Last updated: 2024-03-15Bibliographically approved
Ström, K., Pettersson, G. & Wickman, K. (2024). Remote special educational consultation in Swedish rural schools. Australian and International Journal of Rural Education, 34(1), 108-121
Open this publication in new window or tab >>Remote special educational consultation in Swedish rural schools
2024 (English)In: Australian and International Journal of Rural Education, ISSN 1036-0026, Vol. 34, no 1, p. 108-121Article in journal (Refereed) Published
Abstract [en]

With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators’ and teachers’ responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders’ trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools.

Place, publisher, year, edition, pages
The Society for the Provision of Education in Rural Australia (SPERA), 2024
Keywords
remote educational consultation, special education, rural school, special educator
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-223101 (URN)10.47381/aijre.v34i1.713 (DOI)2-s2.0-85188422937 (Scopus ID)
Available from: 2024-04-09 Created: 2024-04-09 Last updated: 2024-04-09Bibliographically approved
Ström, K., Pettersson, G. & Wickman, K. (2024). Remote special educational consultation in Swedish rural schools: experiences of special educators and class teachers. Australian and International Journal of Rural Education, 34(1), 108-121
Open this publication in new window or tab >>Remote special educational consultation in Swedish rural schools: experiences of special educators and class teachers
2024 (English)In: Australian and International Journal of Rural Education, ISSN 1036-0026, Vol. 34, no 1, p. 108-121Article in journal (Refereed) Published
Abstract [en]

With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators’ and teachers’ responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders’ trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools.

Place, publisher, year, edition, pages
The Society for the Provision of Education in Rural Australia (SPERA), 2024
Keywords
remote educational consultation, rural school, special education, special educator
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-222854 (URN)10.47381/aijre.v34i1.713 (DOI)2-s2.0-85188422937 (Scopus ID)
Available from: 2024-04-18 Created: 2024-04-18 Last updated: 2024-04-18Bibliographically approved
Namatovu, F., Lövgren, V. & Wickman, K. (2023). Access and utilization of intimate partner violence-related services: The multiple-level barriers encountered by women with disabilities. Umeå: Umeå University
Open this publication in new window or tab >>Access and utilization of intimate partner violence-related services: The multiple-level barriers encountered by women with disabilities
2023 (English)Report (Other academic)
Abstract [en]

Background: Current data suggests a high prevalence of intimate partner violence (IPV) among women withdisabilities (WWDs), yet there is still scanty research on the experiences of this population regarding access andutilization of IPV services.

Methods: Using qualitative in-depth data obtained from WWDs, our current study sought to identify factors thathinder WWDs from accessing and utilizing IPV services.

Results: This study showed that WWDs exposed to IPV encountered multilevel barriers nested at differentsocietal levels as they attempted to access violence-rated services. At the individual level, the identity category ofdisability, not knowing about certain forms of violence, and being better off silent were the main explanations fornot using IPV services. The role of personal connections was the main factor that influenced the utilization ofIPV services, at the interpersonal level while at the organizational level, a lack of effective communication, powerimbalances, inadequate resources, and failures to follow response standards were identified as the major barriers tousing IPV services. Societal incompetence, as exemplified by treating violence as a taboo and the lack ofregulations criminalizing psychological violence, was the main barrier at the societal level.

Conclusions: Our findings suggest that regarding WWDs, improving their access and utilization of IPV servicesrequires interventions that address barriers at societal multiple levels including the individual, interpersonal,organizational, and societal levels. This should include early interventions and programs that not only targetWWDs but also include other key players such as service providers on violence recognition and improve thequality of services. There is a need to also review laws and regulations regarding psychological violence and thenature of interventions in place for this type of violence. 

Place, publisher, year, edition, pages
Umeå: Umeå University, 2023. p. 27
Series
CEDAR Working Papers ; 2023:26
National Category
Other Medical Sciences
Research subject
Public health
Identifiers
urn:nbn:se:umu:diva-206136 (URN)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, STYB-2019/0005
Available from: 2023-03-28 Created: 2023-03-28 Last updated: 2023-03-29Bibliographically approved
Wickman, K. & Torége, L. (2023). Beyond inclusion: opportunity structures in sports for all in Sweden (1ed.). In: Caroline van Lindert; Jeroen Scheerder; Ian Brittain (Ed.), The Palgrave handbook of disability sport in Europe: policies, structures and participation (pp. 169-192). Cham: Palgrave Macmillan
Open this publication in new window or tab >>Beyond inclusion: opportunity structures in sports for all in Sweden
2023 (English)In: The Palgrave handbook of disability sport in Europe: policies, structures and participation / [ed] Caroline van Lindert; Jeroen Scheerder; Ian Brittain, Cham: Palgrave Macmillan, 2023, 1, p. 169-192Chapter in book (Refereed)
Abstract [en]

In this chapter, we discuss the key structural and historical conditions of disability sport in Sweden and the knowledge gaps and unanswered questions that warrant further research and development. We provide a contextual description of how sport for persons with disabilities (PWD) is organised to contribute to an increased understanding of opportunities and limitations to inclusion and equal conditions for sports participation. This chapter draws on previous research and information based on statistics, national governing documents and Swedish legislation. Overall, this chapter informs policy and practice aimed at enhancing PWD’ access to sports and physical activity and provides the information necessary to begin to create sports environments supportive of the success of all their members. We believe that the information in this chapter will be helpful for scholars who are pursuing new and important areas for future sport and disability research. The insights presented could be used to inform existing and future sports-based programmes and interventions to strengthen their conceptual foundation, design, processes, equity and impact. This chapter could also be helpful for practitioners and decision-makers who work with inclusion in sport within and outside the sports movement, not least at the municipal level, where many important and crucial decisions are made regarding finances and accessibility.

Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2023 Edition: 1
National Category
Pedagogy Sport and Fitness Sciences
Identifiers
urn:nbn:se:umu:diva-211371 (URN)10.1007/978-3-031-21759-3_8 (DOI)2-s2.0-85169369505 (Scopus ID)9783031217586 (ISBN)9783031217593 (ISBN)
Available from: 2023-07-04 Created: 2023-07-04 Last updated: 2023-09-13Bibliographically approved
Andersson, M., Karp, S. & Wickman, K. (2023). The pre-stage of inclusion–conditions for the mainstreaming process of parasports within the Swedish Floorball Federation. Sport in Society: Cultures, Media, Politics, Commerce, 26(11), 1913-1931
Open this publication in new window or tab >>The pre-stage of inclusion–conditions for the mainstreaming process of parasports within the Swedish Floorball Federation
2023 (English)In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 26, no 11, p. 1913-1931Article in journal (Refereed) Published
Abstract [en]

This article analyses conditions for including parasports in the Swedish Floorball Federation (SFF) as a case in an ongoing large-scale organizational change aimed towards equal opportunities for persons with disabilities (PwD) within the Swedish Sports Confederation. Frame factor theory is used to analyse the SFF’s conditions for this inclusion in a pre-stage of change. Thus, this article aims to facilitate opportunities for equal conditions for sports participation. Twenty-two semi-structured interviews and 55 questionnaire responses from federation and district representatives informed the analysis. Findings revealed enabling conditions, such as a general benignity towards inclusion, but also highlighted limiting conditions such as mainstream representatives lack of knowledge about the process, which can lead to further marginalization of PwD. The conclusion was drawn that defining the meaning of inclusion in a pre-stage, regarding both policy and practice, is a pressing matter for the SFF to succeed in its continued process of including parasports.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Disability sport, equal opportunities, frame factor theory, para-athletes, sport for all
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-210210 (URN)10.1080/17430437.2023.2221646 (DOI)001004362900001 ()2-s2.0-85161365457 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Available from: 2023-06-28 Created: 2023-06-28 Last updated: 2024-01-09Bibliographically approved
Lindholm, A. & Wickman, K. (2023). Vanans makt — En analys av förändringsarbetets utmaningar i den svenska idrottsrörelsen. In: Svensk Förening för Beteende- och Samhällsvetenskaplig Idrottsforskning (SVEBI) årliga Idrottsvetenskapliga konferens: Program. Paper presented at Svensk Förening för Beteende- och Samhällsvetenskaplig Idrottsforskning (SVEBI) årliga konferens, Göteborg, Sverige, 23-24 november, 2023. Göteborg: Göteborgs universitet; SVEBI
Open this publication in new window or tab >>Vanans makt — En analys av förändringsarbetets utmaningar i den svenska idrottsrörelsen
2023 (Swedish)In: Svensk Förening för Beteende- och Samhällsvetenskaplig Idrottsforskning (SVEBI) årliga Idrottsvetenskapliga konferens: Program, Göteborg: Göteborgs universitet; SVEBI , 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Introduktion: Svensk idrottsrörelse befinner sig mitt i en nationell, regional och lokal organisatorisk förändring i strävan att nå idrottens ambitioner om en mer inkluderande idrottsrörelse, ett beslut som fattades i samband med Riksidrottsmötet 2017 (Svenska Parasportförbundet, 2018). Det finns således en uttalad ambition om att skapa likvärdiga villkor för alla utövare oavsett faktorer som socioekonomisk bakgrund, funktionsnedsättning, ambitionsnivå, kön och etnicitet. Förändringen innebär att ansvaret för de idrotter som tidigare administrerats av Svenska Parasportförbundet ska överföras till mottagande specialidrottsförbund. Nordlund et al. (2022) kartlade förväntningarna bland verksamma inom Parasportförbundet kring den pågående organisationsförändringen och drog slutsatsen att den stora utmaningen handlar om den kritiska övergången från policy till praktik, det vill säga hur inkludering kan realiseras och upprätthållas i praktiken. Därtill konstaterar Andersson och Karp (2022) i sin studie om Svenska Innebandyförbundets beredskap att hantera organisationsförändringen att det råder oklarheter kring resursfördelningen.

Syfte: Föreliggande studie syftar till att undersöka möjliggörande och begränsande strukturer kopplade till organisationsförändringen samt att bidra med kunskap om hur idrottspolitiska beslut tolkas och omsätts i ett konkret förändringsarbete. Studien ingår i forskningsprojektet’’ Likvärdiga villkor i Sveriges största folkrörelse – framgångsfaktorer för ökad inkludering inom idrottsområdet’’ finansierad av Forskningsrådet för hälsa, arbetsliv och välfärd (FORTE).

Teori och metod: För att fånga den meningsbärande logiken för idrotten genomfördes och analyseras semistrukturerade intervjuer med totalt åtta aktörer verksamma i nyckelpositioner inom Riksidrottsförbundet och Svenska Parasportförbundet. För att analysera inkluderingsprocessen som organisationsförändring användes ramfaktorteori (Nilsson, 1988).

Resultat och diskussion: Resultatet visar att informanterna generellt är positiva till förändringen men att det saknas strategier för hur idrottspraktiken konkret ska utvecklas i den riktning som är avsedd. Trots positiva värderingar kring inkluderingsprocessen förs således en argumentation som är abstrakt. Detta kan tolkas som ett passivt förhållningssätt till förändring och en acceptans för att bevara idrottens kärnverksamheter som de är.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet; SVEBI, 2023
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-217280 (URN)
Conference
Svensk Förening för Beteende- och Samhällsvetenskaplig Idrottsforskning (SVEBI) årliga konferens, Göteborg, Sverige, 23-24 november, 2023
Available from: 2023-11-28 Created: 2023-11-28 Last updated: 2023-11-30Bibliographically approved
Wickman, K. & Pettersson, G. (2023). What is a good learning environment, for whom and how is it understood from a norm critical perspective?. In: NERA Conference 2023: Conference Agenda. Paper presented at NERA (Nordic Educational Research Association) Conference 2023 "Digitalization and Technologies: Opportunities and Challenges, Oslo, Norway, March 15-17, 2023.
Open this publication in new window or tab >>What is a good learning environment, for whom and how is it understood from a norm critical perspective?
2023 (English)In: NERA Conference 2023: Conference Agenda, 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this interview study is to increase the knowledge of problematic school attendance by focusing on discourses contributing to this phenomenon in Swedish compulsory school, grade 7-9. Further to identify what helps special educational support teams to challenge such discourses to promote an accessible learning environment for all students. Six special educational teams attended in focus group interviews. The teams provide support to students who, for various reasons, find it difficult to complete their schooling. Rarely the students are supported in the regular learning environment and mostly in a smaller group of students and in another part of the school building. Analytic tools of norm critical pedagogy and Foucauldian discourse analysis were applied to examine how norms, power and social categorizations were constructed, reproduced, and challenged, among the interviewees. Preliminary results indicate that stereotypical ideas about students and their school performance impact on the special educational support team's ability to work for an accessible learning environment and a school that is a safe and meaningful place. Regardless, teaching in an alternative learning environment or not, dominant discourses need to be challenged through a critical approach among the team members. Such discourses are characterized mainly by notions and expectations that the regular learning environment is primarily for successful and study-motivated students and limits the opportunity for those who were once excluded to return.

National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-206683 (URN)
Conference
NERA (Nordic Educational Research Association) Conference 2023 "Digitalization and Technologies: Opportunities and Challenges, Oslo, Norway, March 15-17, 2023
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-14Bibliographically approved
Nordlund, M., Wickman, K., Karp, S. & Vikström, L. (2022). Equal abilities – the Swedish parasport federation and the inclusion process. Idrottsforum.org/Nordic sport science forum, 13, 111-129
Open this publication in new window or tab >>Equal abilities – the Swedish parasport federation and the inclusion process
2022 (English)In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, Vol. 13, p. 111-129Article in journal (Refereed) Published
Abstract [en]

A major organizational change is currently taking place in Swedish sports, with people labelled with disabilities leaving the Swedish Para-sport Federation (SPF) to participate in mainstream sports under the Swedish Sports Confederation. The aim of this study was to map the expectations of this ongoing process of the stakeholders of the SPF.  Based on a questionnaire with 130 respondents connected to the SPF we found that, overall, the respondents were optimistic about mixed training groups, something that could point towards the possibility of equality between PLwD (people labelled with disabilities) and mainstream athletes. However, a rather large number of respondents feared negative consequences in terms of the physical environment for PLwD. This means that inclusion may create a dilemma regarding the relationship between the individual and the environment. We conclude that inclusion works at different levels of organized sport and there is insufficient knowledge about the impact of inclusion.

Place, publisher, year, edition, pages
Malmö: Malmö University, 2022
Keywords
activity, parasport, athletes, sports organization
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-200583 (URN)
Projects
Likvärdiga villkor i Sveriges största folkrörelse (Forte)
Funder
EU, Horizon 2020, 647125
Available from: 2022-10-25 Created: 2022-10-25 Last updated: 2022-12-21Bibliographically approved
Westin, A., Wickman, K. & Takala, M. (2022). Experiences of being the parent of a child with Down Syndrome in mainstream school. In: Michael Dal (Ed.), Education and involvement in precarious times: Abstract book, NERA Conference 2022. Paper presented at NERA 2022, Reykjavík, Iceland, June 1-3, 2022 (pp. 417-418). Reykjavík: University of Iceland
Open this publication in new window or tab >>Experiences of being the parent of a child with Down Syndrome in mainstream school
2022 (English)In: Education and involvement in precarious times: Abstract book, NERA Conference 2022 / [ed] Michael Dal, Reykjavík: University of Iceland , 2022, p. 417-418Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Background: Inclusive education is a key policy in many countries, and the keypremise is that every child has an equal right to attend mainstream schooling toobtain the support needed to reach their educational goals. It is academically andsocially beneficial to educate pupils with disabilities and their peers together. The aimof this study is to examine how parents to children with Down Syndrome (DS)understand their child ́s future education and schooling, how they experience theirown sense of belonging as a parent in a school context and their perception of theirchild’s sense of belonging. These are some of the questions that this study asks theparents’ perception of their child’s sense of belonging in school.

Method: Semi-structured interviews with both parents (n=10) of five children with DSin mainstream preschool classes were conducted to assess their experiences ofbelonging and explore how they understood their children’s sense of belonging. Theinterviews were conducted via telephone due to the pandemic [covid-19] and lastedbetween 33-77 minutes. The interviews were transcribed verbatim and categorized.The study was inspired by three theoretical levels of the politics of belonging: (1)social location, (2) identification and emotional attachment and (3) ethical andpolitical values, which were used in the analysis.

Result: When talking about belonging, some of the participants expressed a sense ofbelonging to other parents in their child’s preschool class. Even though the parentsbelonged to the same social location as the other parents of children in the preschoolclass, they did not automatically feel sense of belonging with them. The parents’overall perception was that their children felt a sense of belonging in their preschoolclass, this perspective was based on the combined feedback of the parents and theschool staff. The stories collectively depicted a sense of belonging where the childrenwere not able to express this themselves, due to the children’s difficulties ofcommunicating. Before their children started in preschool class, the parents wereworried about how things would go for them. Most participants were treated well by418the principal and school staff; however, some reported poor dealings with principalswho were sceptical of and had preconceived notions about their decision to placetheir child in a mainstream school instead of a special school.

Conclusion: It is important to support parents to obtain a thorough understanding oftheir child’s academic and social development so that they can make informeddecisions about their children’s future education, and not be influenced by schoolstaff to choose the future schools for pupils with DS merely based on their children’sdiagnosis. The aim of the study is to contribute to an understanding of how toimprove a sense of belonging in pupils with DS in preschool classes by focusing onthe parents’ perspectives.

Place, publisher, year, edition, pages
Reykjavík: University of Iceland, 2022
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-195936 (URN)978-9935-468-22-2 (ISBN)
Conference
NERA 2022, Reykjavík, Iceland, June 1-3, 2022
Available from: 2022-06-07 Created: 2022-06-07 Last updated: 2022-06-13Bibliographically approved
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