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  • 1.
    Björck-Åkesson, Eva
    et al.
    Högskolan för lärande och kommunikation, Högskolan Jönköping.
    Wilder, Jenny
    Akademin för utbildning, kultur och kommunikation, Mälardalens högskola.
    Granlund, Mats
    Hälsohögskolan, Högskolan Jönköping.
    Pless, Mia
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Public Health and Caring Sciences.
    Simeonsson, Rune J.
    University of South Carolina/Chapel Hill.
    Adolfsson, Margareta
    Högskolan för lärande och kommunikation, Högskolan Jönköping.
    Almqvist, Lena
    Akademin för hållbar samhälls- och teknikutveckling, Mälardalens högskola.
    Augustine, Lilly
    Statens Folkhälsoinstitut.
    Klang, Nina
    Akademin för utbildning, kultur och kommunikation, Mälardalens högskola.
    Lillvist, Anne
    Akademin för utbildning, kultur och kommunikation, Mälardalens högskola.
    The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention: feasibility and usefulness as a common language and frame of reference for practice.2010In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 32, no S1, p. S125-S138Article in journal (Refereed)
    Abstract [en]

    Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.

  • 2.
    Göransson, Kerstin
    et al.
    Karlstads universitet, Karlstad, Sweden.
    Lindqvist, Gunilla
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Högskolan Dalarna.
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Magnússon, Gunnlaugur
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Professionalism, governance and inclusive education –: A total population study of Swedish special needs educators2018In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Article in journal (Refereed)
    Abstract [en]

    Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.

  • 3.
    Göransson, Kerstin
    et al.
    Mälardalens högskola, Utbildningsvetenskap och Matematik.
    Lindqvist, Gunilla
    Högskolan Dalarna, Sweden.
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Mälardalens högskola, Utbildningsvetenskap och Matematik.
    Magnússon, Gunnlaugur
    Mälardalens högskola, Utbildningsvetenskap och Matematik.
    Nilholm, Claes
    Malmö högskola.
    Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning2015Report (Other academic)
  • 4. Göransson, Kerstin
    et al.
    Lindqvist, Gunilla
    Klang, Nina
    Magnússon, Gunnlaugur
    Nilholm, Claes
    Speciella yrken?: Specialpedagogers och speciallärares arbete och utbildning2015Report (Other academic)
  • 5.
    Hellblom-Thibblin, Tina
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Åman, Kerstin
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Biopsychosocial model and the ICF-CY in in-service training: general educators' reflections2012In: International Journal of Development Issues, ISSN 2047-3869, E-ISSN 2225-658X, Vol. 58, no 1, p. 12-19Article in journal (Refereed)
    Abstract [en]

    Provision of support to enhance participation of children with disabilities in inclusive classrooms is a challenge for general educators, special educators, and other professionals involved in work with children with disabilities. In this study, the biopsychosocial model in the ICF-CY has been used to construct in-service training for general educators about children with disabilities. The effects on in-service training have been evaluated through analysis of general educators' reflections about their competence to meet special needs of children with disabilities at the end of the course. The results show that general educators consider ICF-CY model to be a useful tool in searching for explanations to problems that can arise in classroom but also expressed need for interprofessional collaboration. At the end of the course, the educators reflected on both pedagogical competence to meet children's needs and knowledge about children with disabilities. The results raise the importance of knowledge about how different disabilities can be formulated and understood in a problem-solving process.

  • 6. Ibragimova, Nina Klang
    et al.
    Pless, Mia
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Public Health and Caring Sciences.
    Adolfsson, Margareta
    Granlund, Mats
    Björck-Åkesson, Eva
    Using content analysis to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health: version for Children and Youth (ICF-CY)2011In: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 43, no 8, p. 728-733Article in journal (Refereed)
    Abstract [en]

    Objective: To explore how content analysis can be used together with linking rules to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health version for children and youth (ICF-CY). Methods: Individual habilitation plans containing texts on assessment and intervention for children with disabilities and their families were linked to the ICF-CY using content analysis. Texts were first divided into meaning units in order to extract meaningful concepts. Meaningful concepts that were difficult to link to ICF-CY codes were grouped, and coding schemes with critical attributes were developed. Meaningful concepts that could not be linked to the ICF-CY were assigned to the categories "not-definable" and "not-covered", using coding schemes with mutually exclusive categories. Results: The size of the meaning units selected resulted in different numbers and contents of meaningful concepts. Coding schemes with critical attributes of ICF-CY codes facilitated the linking of meaningful concepts to the most appropriate ICF-CY codes. Coding schemes with mutually exclusive categories facilitated the classification of meaningful concepts that could or could not be linked to the ICF-CY. Conclusion: Content analysis techniques can be applied together with linking rules in order to link texts on assessment and intervention to the ICF-CY.

  • 7.
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Change patterns in interprofessional documentation of individual habilitation plans after in-service training in ICF-CY2009Conference paper (Refereed)
  • 8.
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Internationell klassifikation av funktionstillstånd, funktionshinder och hälsa2009In: Med sikte på förskolan: Barn i behov av stöd / [ed] Anette Sandberg, Lund: Studentlitteratur , 2009, p. 279-295Chapter in book (Other academic)
  • 9.
    Klang, Nina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Gustafson, Katarina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Möllås, Gunvie
    Nilholm, Claes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Göransson, Kerstin
    Enacting the role of special needs educator: six Swedish case studies2017In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 32, no 3, p. 391-405Article in journal (Refereed)
    Abstract [en]

    With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From a survey of SNEs in 10 Swedish municipalities, six participants whose work tasks were expected to correspond to the degree ordinances for their university training were chosen. The participants were followed at work, and data were collected through observation of the participants at work, participants’ diaries and interviews with the participants, their teacher colleagues and their school principals. The analysis involved both quantitative and qualitative methods. First, based on the researchers’ observations of the participants at work, categories of SNEs’ tasks were discerned, and the amount of time devoted to those categories of tasks was summarised. Second, case study narratives of the SNEs’ work were constructed to describe how the participants, their teacher colleagues and their school principals view the SNE role and to describe how the work is enacted in various school contexts. The results revealed seven categories of work tasks practised to varying degrees by the six SNEs. The case study narratives exposed large variation in how the SNEs conceptualised their role and how it evolved in relation to local school contexts. The results of the study are discussed with regard to the role of the SNE in relation to policies of inclusion. 

  • 10.
    Klang, Nina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Rowland, Charity
    Fried-Oken, Melanie
    Steiner, Sandra
    Granlund, Mats
    Adolfsson, Margareta
    The Content of Goals in Individual Education Programs for Students with Complex Communication Needs2016In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 32, no 1, p. 41-48Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to explore the contents of communication-related goals in individualized education programs (IEPs) for students with complex communication needs Goals in 43 IEPs were linked to the International Classification of Functioning, Disability and Health, Children and Youth version (ICF-CY). The results show that the communication-related IEP goals contain information of multiple domains of functioning in the ICF-CY. However, judging by the amount of codes linked to ICF-CY chapters, the IEPs contain a small amount of goals that focus on interaction with others, or participation in classroom and leisure activities. Special education teachers and speech-language pathologists working with students with complex communication needs may need support to formulate communication-related IEP goals with a focus on interaction and participation in school activities.

  • 11.
    Möllås, Gunvie
    et al.
    Högskolan i Jönköping.
    Gustafson, Katarina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Göransson, Kerstin
    Karlstad universitet.
    Specialpedagagogers/speciallärares arbete i den dagliga skolpraktiken: en analys av sex fallstudier2017Report (Other academic)
    Abstract [sv]

    Vilka arbetsuppgifter ingår i specialpedagogernas vardagspraktik? Vilka kontextuella villkor och förutsättningar bidrar till att forma den specialpedagogiska yrkesrollen samt vilka strategier använder specialpedagogerna sig själva av för att stärka och forma sin yrkesroll? Frågorna ligger till grund för den analys av sex fallstudier som presenteras i den här rapporten. Studien utgör den tredje delstudien inom ett större forskningsprojekt ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning”, vilket har finansierats av Vetenskapsrådet. Samtliga respondenter är anställda som specialpedagoger, men har varierande bakgrund och utbildning. Syftet har varit att undersöka hur specialpedagogrollen konstitueras i grundskolans vardagliga och lokala praktiker. Datamaterialet består av dokument, fältanteckningar från observationer, informella samtal och intervjuer samt respondenternas egna dagboksinspelningar. Rapporten riktar sig främst till verksamma aktörer inom grundskolan på olika nivåer (förvaltningspersonal, rektorer, elevhälsans personal, specialpedagoger, speciallärare, lärare m fl), blivande specialpedagoger och speciallärare samt lärarutbildare. 

  • 12. Pless, Mia
    et al.
    Adolfsson, Margareta
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Att koda enligt ICF2011In: Handbok i att använda ICF och ICF-CY, Lund: Studentlitteratur , 2011, 1, p. 111-127Chapter in book (Other (popular science, discussion, etc.))
  • 13. Pless, Mia
    et al.
    Adolfsson, Margareta
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    ICF som klassifikation2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless och Mats Granlund, Lund: Studentlitteratur , 2011, 1, p. 53-70Chapter in book (Other (popular science, discussion, etc.))
  • 14. Pless, Mia
    et al.
    Adolfsson, Margareta
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    ICF som tankemodell2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless och Mats Granlund, Lund: Studentlitteratur , 2011, 1, p. 19-35Chapter in book (Other (popular science, discussion, etc.))
  • 15.
    Pless, Mia
    et al.
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Public Health and Caring Sciences.
    Adolfsson, Margareta
    School of Education and Communication, Jönköping University.
    Klang, Nina
    Institution för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    ICF som tankemodell2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless & Mats Granlund, Stockholm: Studentlitteratur AB, 2011, 1.uppl., p. 12-35Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Syftet med kapitlet är att förstå ICF som en övergripande tankemodell. Ett bra sätt att förstå något nytt är att praktisera det. Alltså bygger detta första kapitel på att genom exempel tänka efter vad modellen innebär när man ska sortera information som rör individers fysiska, psykiska och sociala fungerande i sin miljö. Först sorteras information enligt ICF:s delar och komponenter. Sen sorteras information i några exempel också utifrån om den handlar om att identifiera hälsotillstånd eller om att åtgärda hälsoproblem. Information om fungerande samlas för att med flera perspektiv beskriva individens situation, om det finns behov av åtgärder, samt om åtgärderna givit önskat resultat. I kapitlet presenteras den grund man behöver för att förstå och kunna använda ICF som tankemodell.

1 - 15 of 15
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