A didactic perspective on negotiations and collaborations between different actors within the Swedish support system: children with autism spectrum disorders included in community-based preschool settings

Olsson, Ingrid U.; Roll-Pettersson, Lise

doi:10.1080/20020317.2020.1711561

Cited by 7 publications

(7 citation statements)

References 25 publications

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“…The important role of the principal in this respect is also highlighted in previous research. 10 If there is a lack of competence, the organization has to provide opportunity for further training. In several studies the significance of education has been underlined.…”

Section: Discussionmentioning

confidence: 99%

“…(19) The teachers show great interest in learning to meet X and attend training through habilitation services and take part of guidance offered by CNC. (10) They are competent and flexible. What they didn't know before they made sure to learn and implement.…”

Section: Positive Experiencesmentioning

confidence: 99%

“…This is especially important when the main part of the training takes place in the child´s preschool where the principal has the ultimate responsibility for the educational work. 10 Other studies suggest that lower intensity programs in home and preschool are successful. 11,12 Preschool in Sweden is provided for children from 1-5 years of age and is followed by compulsory school starting at age 6.…”

Section: Introductionmentioning

confidence: 99%

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Parents of Children Diagnosed with Autism Spectrum Disorder: What Do They Expect and Experience from Preschools?

Andersson

Gillberg²,

Miniscalco

2021

NDT

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Background In Sweden, children diagnosed with autism spectrum disorders (ASD) as well as other children in need of special support, according to the law should be provided stimulation and support for their development in their preschools. Parents of children diagnosed with ASD have been shown to struggle to ensure the right to support for their child from society, including in preschool. This study reports parent expectations and experiences when having a child diagnosed with ASD in preschool. Methods A questionnaire with 12 open-ended and 9 multiple-choice questions was completed by parents of 26 children (3 girls, 23 boys, mean age 4:3 years). The children had been diagnosed with ASD within the last year. The data were analyzed using a qualitative inductive approach with a content analysis of the open-ended questions. Findings and Conclusions This study shows that parents expect competence and knowledge about ASD among preschool staff, including the principal. They need continuous dialogue between parents and the preschool staff and expect individualized support for their child. Concerns about their child in preschool frequently occurred.

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Section: Discussionmentioning

confidence: 99%

Section: Positive Experiencesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Parents of Children Diagnosed with Autism Spectrum Disorder: What Do They Expect and Experience from Preschools?

Andersson

Gillberg²,

Miniscalco

2021

NDT

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“…EASNIE (2012) enfatiza cuatro valores esenciales para el profesorado en la inclusión educativa, que incluyen valorar la diversidad, apoyar a todos los alumnos, trabajar en equipo y buscar el desarrollo profesional constante. Estos valores están relacionados con las áreas de competencia del docente: actitudes, conocimientos y habilidades, que coinciden con las propuestas por la Agencia Nacional de Evaluación de Calidad y Acreditación (ANECA, 2004) así como con las conclusiones de diferentes investigaciones que resaltan la importancia de las competencias en actitudes y conocimientos para fomentar la inclusión educativa (Kunz et al, 2021;Myronova et al, 2021;Olsson y Roll-Pettersson, 2020).…”

Section: El Profesorado De Apoyo Hacia La Educación Inclusivaunclassified

Formación docente e inclusión educativa: un estudio comparado en Italia y España

Nistal Anta,

López-Aguado,

Gutiérrez-Provecho.

2023

REEC

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La inclusión educativa está incluida en las políticas de muchos países europeos, entre ellos, Italia y España. Este estudio tiene como objetivo conocer y comparar los sistemas educativos de ambos países en relación a la educación inclusiva. Asimismo, se pretende analizar la organización escolar para la atención del alumnado con necesidades educativas especiales y la formación inicial del profesorado en inclusión educativa en la educación superior universitaria. Para ello, se siguen las fases propias del método de Educación Comparada. Se emplea el análisis documental como herramienta para la extracción de datos. Se examinan diversas categorías organizadas de manera jerárquica. Los resultados indican diferencias significativas en la atención al alumnado con necesidades educativas especiales en ambos países destacando como indicador comparativo la modalidad de escolarización. Asimismo, se observa que el concepto de necesidades educativas especiales no es el mismo, lo que puede suponer una atención diferente para el alumnado y, por lo tanto, una intervención educativa más inclusiva en un país que en otro. Se resalta la importancia de la formación inicial y permanente del profesorado para la atención de este tipo de alumnado priorizando contenidos inclusivos dentro de los planes de estudio de las universidades. Esta investigación sugiere la eliminación del tradicional modelo dual de separación entre el docente curricular y el docente especializado de apoyo ya que parece ser inadecuado para representar una realidad educativa inclusiva

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“…Den didaktiska triangeln är ett verktyg för att planera, analysera och förstå undervisning (t.ex. Gidlund & Boström, 2017;Hopmann, 2007;Olsson & Roll-Pettersson, 2020;Zierer, 2015). I föreliggande artikel används en förenklad version av den didaktiska triangeln som modell för att strukturera och förstå forskningens kunskapsbidrag.…”

Section: Inledningunclassified

Hur skolor kan utveckla elevers funktionella kunskaper – en nordisk forskningsöversikt om undervisning av elever med intellektuell funktionsnedsättning

Olsson

2022

NTPK

Self Cite

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Syftet med denna systematiska forskningsöversikt var att sammanställa och analysera forskning i Norden rörande undervisningsmetoder i skolan för att utveckla funktionella kunskaper hos elever med intellektuell funktionsnedsättning (IF). Funktionella kunskaper innefattade kunskaper som underlättar inkludering i form av aktivt och självständigt demokratiskt deltagande i samhället. En systematisk sökning efter vetenskapliga artiklar inom området med fokus på elever i åldrarna 10-20 år gav 20 artiklar. Artiklarnas kunskapsbidrag analyserades med hjälp av den didaktiska triangelns hörnstenar (pedagogen, eleven och kunskapsinnehållet) och Systematic Mapping and Analysis of Research Topographies (SMART). Resultaten visade att forskning om pedagogen handlar om pedagogens förhållningssätt och beteende samt om användandet av pedagogiskt material. Forskning om eleven bidrar med kunskap om elevens självbild/självförtroende, självbestämmande, förmåga att hantera tid och individuella utvecklingsplaner. Forskning om kunskapsinnehållet handlar om utbildning inom olika skolämnen och om policydokument. En stor brist som identifierades var att det endast finns lite nordisk forskning. Artiklarna är sällan citerade. De bidrar främst med kunskap om "vad som fungerar" och inte med kunskap inom ett kritiskt och ett hermeneutiskt teoretiskt perspektiv. Resultaten diskuteras i relation till hur forskning och utbildning kan utvecklas för att bidra till aktivt och självständigt demokratiskt deltagande för personer med IF.

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A didactic perspective on negotiations and collaborations between different actors within the Swedish support system: children with autism spectrum disorders included in community-based preschool settings

Abstract: Roll-Pettersson (2020) A didactic perspective on negotiations and collaborations between different actors within the Swedish support system: children with autism spectrum disorders included in community-based preschool settings, Nordic

Cited by 7 publications

References 25 publications

Parents of Children Diagnosed with Autism Spectrum Disorder: What Do They Expect and Experience from Preschools?

Parents of Children Diagnosed with Autism Spectrum Disorder: What Do They Expect and Experience from Preschools?

Formación docente e inclusión educativa: un estudio comparado en Italia y España

Hur skolor kan utveckla elevers funktionella kunskaper – en nordisk forskningsöversikt om undervisning av elever med intellektuell funktionsnedsättning

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