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Wilder, J. & Lillvist, A. (2022). Teachers' and parents' meaning making of children's learning in transition from preschool to school for children with intellectual disability. European Journal of Special Needs Education, 37(2), 340-355
Öppna denna publikation i ny flik eller fönster >>Teachers' and parents' meaning making of children's learning in transition from preschool to school for children with intellectual disability
2022 (Engelska)Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 37, nr 2, s. 340-355Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study aimed to explore parents' and teachers' meaning making of children's learning in transitions from preschool to school, for 5-7-year-old children with intellectual disability (ID). Although educational transitions is a growing area of research there is limited research about educational transitions of children with ID. These children often need individual adaptations in pedagogical settings and children with ID are most dependent on supportive persons for learning. In a Swedish context, the transitions from preschool to school of eight children with ID were studied during one year. Forty-seven interviews with parents, preschool- and school teachers were performed on three occasions pre- and post-transition. The interviews were analysed using interpretative phenomenological analysis. Results showed that the master themes 'Organising for Child Well-being', 'Adapting Strategies for Learning', and 'Processing Time' constituted how parents and teachers perceived and responded to the children's learning. Individualisation of transitions is needed and should be built up by close and tentative adaptations that prevail over transitions. This study shows that for children with ID learning is a social process where close partners are very important for child well-being, and thus learning.

Ort, förlag, år, upplaga, sidor
Routledge, 2022
Nyckelord
Children, intellectual disability, transition, preschool, learning, teachers
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-90555 (URN)10.1080/08856257.2021.1889847 (DOI)000622186600001 ()2-s2.0-85101941528 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2012-05601
Tillgänglig från: 2021-03-19 Skapad: 2021-03-19 Senast uppdaterad: 2022-09-08Bibliografiskt granskad
Andersson, A.-L., Lillvist, A. & Bagger, A. (2022). The stealth policy of inclusion of students with intellectual disability. In: Mikael Dal (Ed.), EDUCATION AND INVOLVEMENT IN PRECARIOUS TIMES: ABSTRACT BOOK. NERA CONFERENCE 2022. Paper presented at Inclusive Education for Students With Intellectual Disabilities. Nordic educational research association (NERA 2022), Reykjavik, Iceland, June 1-3, 2022 (pp. 1039-1039). School of Education, University of Iceland
Öppna denna publikation i ny flik eller fönster >>The stealth policy of inclusion of students with intellectual disability
2022 (Engelska)Ingår i: EDUCATION AND INVOLVEMENT IN PRECARIOUS TIMES: ABSTRACT BOOK. NERA CONFERENCE 2022 / [ed] Mikael Dal, School of Education, University of Iceland , 2022, s. 1039-1039Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

The Swedish school system is currently undergoing a change, one in which issues of inclusion for students with ID are at stake. Policy documents mirror ideas, beliefs and value systems that are expressed in the society. In order to better understand the processes of in(ex)clusion of students with ID there is a need to analyze policy. In this study we have analyzed 61 parliamentary texts, such as propositions, decisions and investigations from 2011- 2021 considering compulsory school for students with intellectual disabilities, CSSID (Grundsärskola). Specifically, the analysis focused on how inclusion and students with intellectual disability were fabricated by contemporary policy discourses. Findings indicated that inclusion was fabricated as equal rights to schooling, as the right to be assessed and accountability and as being closer to the norm. Furthermore, the results show a strive for alignment of the structure of schools for children without ID and children with ID to synchronize the work between the school forms, and that much emphasis is put on students’ equal participation in the assessment of knowledge. This seems to mean “sameness” regarding hours, and systems in place for assessment. From this our conclusion is that inclusion is above all to be an active neoliberal subject and the most important thing is then that the organizational structures are in alignment. Hence/ this is example on what Allan (2015) calls the Stealth bureaucracy in Sally Tomlinsson’s irresistible rise of the SEN industry. 

Allan, J. (2015).  Stealth bureaucracy in Sally Tomlinsson’s irresistible rise of the SEN industry. In (Eds.), Chris Forlin, Phyllis Jones & Scott Danforth, Foundations of inclusive education research, International perspectives on inclusive education vol 6, p37-52. Bingley: Emerald Group Publishing Limited. 

The Open Parliament Laboratory (2021). Örebro universitets analystjänst för riksdagsdata. www.riksdagsdata.oru.se

 

   

Ort, förlag, år, upplaga, sidor
School of Education, University of Iceland, 2022
Nyckelord
Policy, Inclusive Education, Intellectual Disability
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-101495 (URN)9789935468222 (ISBN)
Konferens
Inclusive Education for Students With Intellectual Disabilities. Nordic educational research association (NERA 2022), Reykjavik, Iceland, June 1-3, 2022
Projekt
Inkluderingsbegreppets makt och mening. "Effekter av medialisering, medikalisering och marknadisering"
Anmärkning

Symposium – Network 12

Tillgänglig från: 2022-09-26 Skapad: 2022-09-26 Senast uppdaterad: 2023-01-05Bibliografiskt granskad
Bagger, A. & Lillvist, A. (2021). Mediala diskurser om inkludering: En berättelse om (gem)ensamhet. Utbildning och Demokrati, 30(1), 45-74
Öppna denna publikation i ny flik eller fönster >>Mediala diskurser om inkludering: En berättelse om (gem)ensamhet
2021 (Svenska)Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 30, nr 1, s. 45-74Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Discourses on Inclusion in Media. This article explores discourses on inclusion in articles about education in Sweden’s four largest newspapers, and how these discourses position children, students, teachers, and schools. The findings indicate that the journalistic practices of agendization, accountabilization, factualization, emphasizing, and sensationalization have impacted arguments and increased the newsworthiness of the subject. Inclusion is often discussed in a sporadic and inconsistent way and students and teachers are often positioned out of a deficit perspective. Discourses were demarcated on three interrelated levels: an individual level, an organisational level, and a societal level. 

Ort, förlag, år, upplaga, sidor
Örebro: Pedagogiska institutionen, Örebro universitet, 2021
Nyckelord
inclInclusion, medialization, discourse, education, students and children in need of support., inkludering, medialisering, diskurs, elev i behov av stöd
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-94140 (URN)
Projekt
Inkluderingsbegreppets makt och mening
Tillgänglig från: 2021-09-07 Skapad: 2021-09-07 Senast uppdaterad: 2021-09-08Bibliografiskt granskad
Heikkilä, M., Furu, A.-C., Hellman, A., Lillvist, A. & Rantala, A. (2020). Barns deltagande i förskole- och daghemskontext under inledningen av coronavirusets utbrott i Finland och Sverige. Barn, 38(2), 13-28
Öppna denna publikation i ny flik eller fönster >>Barns deltagande i förskole- och daghemskontext under inledningen av coronavirusets utbrott i Finland och Sverige
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2020 (Svenska)Ingår i: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 38, nr 2, s. 13-28Artikel i tidskrift (Refereegranskat) Published
Abstract [sv]

Coronapandemin är en ny samhällskris som är sparsamt beforskad varför olika perspektiv på coronaviruset behövs. Denna artikel bidrar till att fördjupa kunskapen om barns uttryck om coronaviruset bland annat genom att analysera personalens beskrivningar av barns uttryck kring coronavirusets utbrott i Finland och Sverige i daghems- och förskolekontext i mars 2020. Det empiriska materialet består av 79 enkätsvar från personal i förskola och daghem. Begreppen del-tagande och resiliens har använts som teoretisk bakgrund och dessa diskuteras i artikeln. Barnen visar på fyra olika former av deltagande i daghem och förskola. Artikeln bidrar till att sätta barns deltagande i relation till en samhällskris som coronapandemin samt visar på ett mångfacetterat deltagande. Resultatet av studien kan få implikationer både på förhållningssätt och arbetsmeto-der i samband med kriser.

Abstract [en]

The corona pandemic is a new social crisis that is sparsely researched, and different perspectives on the corona virus are needed. This article helps to deepen the knowledge of children’s expres-sion of the corona virus. It highlights staff’s descriptions of children’s expressions regarding the coronavirus outbreak in Finland and Sweden in early childhood education contexts in March 2020. The empirical material consists of 79 questionnaires from early childhood education staff. The concepts participation and resilience have been used as theoretical background and these are discussed in the article. The analysis highlights four different forms of participation in relation to the outbreak of the virus. The article contributes to putting children’s participation in relation to a social crisis like the corona pandemic and shows a multifaceted participation. This can have implications both on attitudes and working methods in relation to crises.

Ort, förlag, år, upplaga, sidor
Norsk senter for barneforskning, 2020
Nyckelord
Corona, förskola, daghem, deltagande
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-86955 (URN)10.5324/barn.v38i2.3703 (DOI)
Tillgänglig från: 2020-10-30 Skapad: 2020-10-30 Senast uppdaterad: 2020-11-03Bibliografiskt granskad
Mia, H., Andersson Schaeffer, J., Saler, K., Lindberg, M., Engman, J. & Lillvist, A. (2020). Rum i förskolan: För barns lek och lärande (1ed.). Stockholm: Natur och kultur
Öppna denna publikation i ny flik eller fönster >>Rum i förskolan: För barns lek och lärande
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2020 (Svenska)Bok (Övrig (populärvetenskap, debatt, mm))
Ort, förlag, år, upplaga, sidor
Stockholm: Natur och kultur, 2020. s. 125 Upplaga: 1
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-89205 (URN)9789127827943 (ISBN)
Tillgänglig från: 2021-02-01 Skapad: 2021-02-01 Senast uppdaterad: 2021-02-02Bibliografiskt granskad
Jonsson, K. & Lillvist, A. (2019). Promoting social learning in the Swedish leisure time centre. Education Inquiry, 10(3), 243-257
Öppna denna publikation i ny flik eller fönster >>Promoting social learning in the Swedish leisure time centre
2019 (Engelska)Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 10, nr 3, s. 243-257Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Swedish leisure time centres (LTCs) are included in the Swedish Education Act and are used by almost every pupil in the age range of 6–9 years. They are governed by national policy documents with a certain emphasis on social learning. This article aims to highlight the LTC staff’s perspectives on their work of promoting social learning in the Swedish LTC. The article is based on a qualitative study, with data from group interviews with 21 LTC staff. The data are analysed with an abductive approach, with Bronfenbrenner’s bioecological systems theory as a theoretical point of departure. Our results show that the work is directed both by the staff’s beliefs and by the structural conditions of the activities, which the staff seldom feel able to influence. This causes frustration among staff and, owing to a lack of didactic reflections, social learning among pupils is not optimised. We argue that the LTC needs to be further explored, at the municipal and local management levels, to enable optimised social learning for pupils in the LTC.

Ort, förlag, år, upplaga, sidor
Routledge, 2019
Nyckelord
Leisure time centre, social learning, leisure time centre staff, bioecological theory, teaching profession
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:oru:diva-74481 (URN)10.1080/20004508.2019.1571358 (DOI)000648588500004 ()2-s2.0-85061048399 (Scopus ID)
Tillgänglig från: 2019-05-29 Skapad: 2019-05-29 Senast uppdaterad: 2023-12-08Bibliografiskt granskad
Heikkilä, M., Lindberg, M., Andersson Schaeffer, J., Lillvist, A. & Saler, K. (2019). Towards norm-creative environments in early childhood education settings. In: : . Paper presented at 29th EECERA Annual Conference (EECERA 2019), Thessaloniki, Greece, August 20-23, 2019.
Öppna denna publikation i ny flik eller fönster >>Towards norm-creative environments in early childhood education settings
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2019 (Engelska)Konferensbidrag, Poster (med eller utan abstract) (Övrigt vetenskapligt)
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-80059 (URN)
Konferens
29th EECERA Annual Conference (EECERA 2019), Thessaloniki, Greece, August 20-23, 2019
Tillgänglig från: 2020-02-18 Skapad: 2020-02-18 Senast uppdaterad: 2020-02-18Bibliografiskt granskad
Lillvist, A. & Sandberg, A. (2018). Early childhood education in Sweden: Policies, curriculum, quality and future challenges. In: Jaipaul L. Roopnarine, James E. Johnson, Suzanne Flannery Quinn, and Michael M. Patte (Ed.), Handbook of International Perspectives on Early Childhood Education: (pp. 341-349). Routledge
Öppna denna publikation i ny flik eller fönster >>Early childhood education in Sweden: Policies, curriculum, quality and future challenges
2018 (Engelska)Ingår i: Handbook of International Perspectives on Early Childhood Education / [ed] Jaipaul L. Roopnarine, James E. Johnson, Suzanne Flannery Quinn, and Michael M. Patte, Routledge, 2018, s. 341-349Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [en]

The first Swedish preschool for young children was established in 1836 to provide a practical solution to the problem of child supervision during the Industrial Revolution. During this period of intense industrialization, women began working in urban factories and thus required daytime childcare. A century later, in the 1930s, the Swedish idea of family policy was challenged by sociologists Alva and Gunnar Myrdal. They had a political vision of public childcare and championed a scientific approach to child development. A social pedagogical preschool was developed, emphasizing children’s right to an inspiring environment outside of the home. National reforms were implemented, establishing child health centers, child benefits for all children, and municipal grants for preschool teachers’ salaries.

Ort, förlag, år, upplaga, sidor
Routledge, 2018
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:oru:diva-74484 (URN)10.4324/9781315562193 (DOI)2-s2.0-85047050321 (Scopus ID)9781138673021 (ISBN)9781317203629 (ISBN)
Tillgänglig från: 2020-01-17 Skapad: 2020-01-17 Senast uppdaterad: 2020-10-21Bibliografiskt granskad
Ärlemalm-Hagsér, E. & Lillvist, A. (2018). Förskollärarstudenters kunskapsskapande: Ett högskolepedagogiskt forskningsprojekt. In: Ärlemalm-Hagsér, E; Öhman, M (Ed.), Högskolepedagogisk utveckling i teori och praktik: (pp. 127-138). Västerås: Mälardalens högskola
Öppna denna publikation i ny flik eller fönster >>Förskollärarstudenters kunskapsskapande: Ett högskolepedagogiskt forskningsprojekt
2018 (Svenska)Ingår i: Högskolepedagogisk utveckling i teori och praktik / [ed] Ärlemalm-Hagsér, E; Öhman, M, Västerås: Mälardalens högskola , 2018, s. 127-138Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Västerås: Mälardalens högskola, 2018
Serie
Mälardalens studies in educational sciences ; 35
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-79849 (URN)9789174853414 (ISBN)
Anmärkning

2.2.5

Tillgänglig från: 2020-02-07 Skapad: 2020-02-07 Senast uppdaterad: 2020-10-27Bibliografiskt granskad
Wilder, J. & Lillvist, A. (2018). Learning Journey: A Conceptual Framework for Analyzing Children’s Learning in Educational Transitions. European Early Childhood Education Research Journal, 26(5), 688-700
Öppna denna publikation i ny flik eller fönster >>Learning Journey: A Conceptual Framework for Analyzing Children’s Learning in Educational Transitions
2018 (Engelska)Ingår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, nr 5, s. 688-700Artikel i tidskrift (Refereegranskat) Published
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.

Ort, förlag, år, upplaga, sidor
Routledge, 2018
Nyckelord
Transition to school, learning, collaboration, learning journey, conceptual framework
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:oru:diva-79717 (URN)10.1080/1350293X.2018.1522736 (DOI)000448059100006 ()2-s2.0-85053939775 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2012-05601
Tillgänglig från: 2020-02-03 Skapad: 2020-02-03 Senast uppdaterad: 2020-02-05Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-2547-1100

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