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Klefbeck, K. (2023). Educational Approaches to Improve Communication Skills of Learners with Autism Spectrum Disorder and Comorbid Intellectual Disability: An Integrative Systematic Review. Scandinavian Journal of Educational Research, 67(1), 51-68
Åpne denne publikasjonen i ny fane eller vindu >>Educational Approaches to Improve Communication Skills of Learners with Autism Spectrum Disorder and Comorbid Intellectual Disability: An Integrative Systematic Review
2023 (engelsk)Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 67, nr 1, s. 51-68Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Enabling functional communication is critical for accessibility in school and society for all pupils. This systematic review analyzed the results of educational studies on developing communication skills for learners (<= 21 years) with autism spectrum disorder and comorbid intellectual disability. Systematic database searches were conducted using ERIC, MEDLINE, and PsycINFO. Seventeen of 208 peer-reviewed articles in English published between 1990 and 2020 met the inclusion criteria. The analysis identified various educational approaches, ranging from using alternative linguistic tools (e.g., signs and gestures) to physical devices (e.g., visual cues), and also examined instructional approaches used by educators. The synthesis shows heterogeneity of methods used, resulting in weak evidence for any model's impact on this pupil group's communication skills development and concomitant possibilities to affect their school situation. In addition, the analysis demonstrated that personnel performance crucially affects children's opportunities to learn regardless of the approach used. Directions for future research are concluded.

sted, utgiver, år, opplag, sider
Routledge, 2023
Emneord
Autism, communication skills, educational approaches, empowerment, intellectual disability, special educational needs
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-46703 (URN)10.1080/00313831.2021.1983862 (DOI)000708301900001 ()2-s2.0-85117294504 (Scopus ID)
Tilgjengelig fra: 2021-11-08 Laget: 2021-11-08 Sist oppdatert: 2024-02-05bibliografisk kontrollert
Klefbeck, K. & Holmqvist, M. (2023). Using guided video feedback for collaborative classroom research with SEND teachers of students with autism: a Case Report. International journal of disability, development and education
Åpne denne publikasjonen i ny fane eller vindu >>Using guided video feedback for collaborative classroom research with SEND teachers of students with autism: a Case Report
2023 (engelsk)Inngår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346XArtikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

This study used video feedback in a collaborative development study to help improve teachers’ perceptions of the learning needs of students with autism spectrum disorders (ASD) and intellectual disabilities (ID) and enhance their active participation in the classroom. Crucially, teachers need the necessary skills to discern students’ subtle communications, as students with ASD and co-occurring ID may have reduced or non-existent verbal language and may express their needs mainly through behaviours. The first author video recorded ten classroom lessons and collaborated with three teachers to discuss the recordings in six meetings over the course of one semester.

The data used for this analysis were taken from the first (February) and last (June) collaborative meetings of the semester. The results show how collaborative video feedback can influence teachers’ judgements about students’ learning and further their professional development; the subtle signals that students use to communicate become more visible when the video recordings are viewed multiple times. The collaborative discussions facilitated the teachers’ understanding of students’ behaviours and actions. In addition, the teachers’ focus shifted from identifying general aspects of their students’ behaviours to their skills and knowledge.

sted, utgiver, år, opplag, sider
Taylor & Francis Group, 2023
Emneord
autism spectrum disorders; collaborative; intellectual disabilities; video feedback; Special Educational Needs and Disabilities (SEND)
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-51469 (URN)10.1080/1034912X.2023.2212603 (DOI)000987897300001 ()2-s2.0-85159328166 (Scopus ID)
Forskningsfinansiär
Swedish Research Council
Tilgjengelig fra: 2022-05-16 Laget: 2022-05-16 Sist oppdatert: 2023-06-16bibliografisk kontrollert
Klefbeck, K. (2022). Att få tillträde till lärprocesser: professionell utveckling för lärare som undervisar elever med intellektuell funktionsnedsättning och autism i grundsärskolan. (Doctoral dissertation). Malmö: Malmö universitet
Åpne denne publikasjonen i ny fane eller vindu >>Att få tillträde till lärprocesser: professionell utveckling för lärare som undervisar elever med intellektuell funktionsnedsättning och autism i grundsärskolan
2022 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

This thesis aims to contribute to knowledge about how teachers can develop their practice to enable students with intellectual disability (ID) and autism to participate in education. Pragmatism, situated learning, and variation theory have been guiding the studies. The research program follows an iterative design with an exploratory sequential design. The initial phase synthesized findings from practice-based research in the educational context of children with ID and co-occurring autism. In the next step, an intervention using Lesson Study, inspired by identified gaps in the research, targeting teachers' professional development and students' learning, was explored through quantitative and qualitative analyses of pre-and post-test data. After the initial examination, the intervention was adjusted and implemented in compulsory schooling for pupils with learning disabilities (CSPLD), for pupils with ID and autism. The main research question was: What, in a professional development program, contributes to enhancing teachers' abilities to develop teaching to increase educational participation for pupils with ID and autism?The narrative synthesis discerned six factors of importance to developing teaching practices in the Swedish CSPLD and thereby promoting contextualized inclusion for pupils with ID and autism. Namely, a. the inportance of collaborative work, b. focus on the pupils' participation in learning situations, c. distance to own teaching by video-based reflections, d. structured observations, e. analyses of how the design of lessons affects pupils' learning, f. changed focus from pupils' behavior to teaching and learning, and more generally, continuity regarding professional development over time. In conclusion, to gain further knowledge of teaching and learning in the context of CSPLD and achieve sustainability in the community where teachers share knowledge and curiosity about teaching and learning, Lesson Study is recomended as part of the SEND teacher commitment.

sted, utgiver, år, opplag, sider
Malmö: Malmö universitet, 2022. s. 172
Serie
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 98
Emneord
Autism, Educational participation, Intellectual disability, Practice-based research, Professional development, Special didactics, Teacher-researcher collaboration
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-51470 (URN)10.24834/isbn.9789178772629 (DOI)9789178772612 (ISBN)9789178772629 (ISBN)
Disputas
2022-05-25, Aulan Hälsa och samhälle eller via livesändning, Jan Waldenströms g. 25, Malmö, 13:15
Opponent
Veileder
Forskningsfinansiär
Swedish Research Council
Merknad

Due to copyright reasons, article 4 is not included in the fulltext online.

Tilgjengelig fra: 2022-05-16 Laget: 2022-05-16 Sist oppdatert: 2023-05-25bibliografisk kontrollert
Klefbeck, K. (2021). Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism. International Journal for Lesson and Learning Studies, 10(4), 348-361
Åpne denne publikasjonen i ny fane eller vindu >>Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism
2021 (engelsk)Inngår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 10, nr 4, s. 348-361Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose This research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil's (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices.

Design/methodology/approach Five teachers met with the author on four occasions. Between these meetings, the teachers delivered the lessons they had planned together. The author video recorded the meetings to discern how the teachers' expressions developed. The author shared their thoughts with another researcher to enable an interrater validity examination.

Findings The implementation of the lesson study vehicle enabled the teachers to transform their thinking from mainly focusing on pupils' deficiencies to instead focusing on their strengths. A relationship was found between teachers' understanding of central coherence, their skills in adapting received instructions and pupils' abilities to process and contextualize information or discern the whole picture.

Research limitations/implications Research that involves teachers in the learning process emphasizes the relation between teachers' thinking and their potential to enable the contextualized inclusion of pupils with learning disabilities.

Originality/value This research offers important insights into how school-day navigation for pupils with severe intellectual disability and autism can be understood through the lens of variation theory; the teachers' repeated and adjusted use of the frame on the schedule strip enabled Wilma to discern what would happen next during the school day.

sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2021
Emneord
Autism, Central coherence, Inclusive education, Learning disabilities, Lesson study, Professional development
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-45832 (URN)10.1108/IJLLS-03-2021-0024 (DOI)000691339400001 ()2-s2.0-85113897702 (Scopus ID)
Tilgjengelig fra: 2021-09-14 Laget: 2021-09-14 Sist oppdatert: 2024-02-05bibliografisk kontrollert
Klefbeck, K., Plantin Ewe, L. & Holmqvist, M. (2021). Lesson study results for education of students with learning disabilities: a systematic review. In: : . Paper presented at International annual conference of the World Association of Lesson Studies (WALS). 29 November - 2 December 2021, online..
Åpne denne publikasjonen i ny fane eller vindu >>Lesson study results for education of students with learning disabilities: a systematic review
2021 (engelsk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-49095 (URN)
Konferanse
International annual conference of the World Association of Lesson Studies (WALS). 29 November - 2 December 2021, online.
Forskningsfinansiär
Swedish Research Council, 2017-06039
Tilgjengelig fra: 2021-12-30 Laget: 2021-12-30 Sist oppdatert: 2022-01-10bibliografisk kontrollert
Klefbeck, K. (2020). Lesson study for students with intellectual disability. International Journal for Lesson and Learning Studies, 9(3), 245-259
Åpne denne publikasjonen i ny fane eller vindu >>Lesson study for students with intellectual disability
2020 (engelsk)Inngår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, nr 3, s. 245-259Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose

This study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of the intervention.

Design/methodology/approach

Lesson study was used as a methodological framework. Ten special educational needs teachers met the researcher for three collaborative meetings. Between meetings, teachers performed and adjusted a lesson on a particular mathematical issue: quantity and size judgment. To evaluate the lesson design, students completed pre- and post-lesson examinations and attitude tests with Likert-type scales.

Findings

Students' knowledge increased during the study. The mean scores for the first group (six students) were 4.3 in the pre-test and 6.5 in the post-test (effect size 0.9). For the second group (four students), the mean score was 3.8 in the pre-test and 4.3 in the post-test (effect size 0.2). Attitude measurement showed split opinions; seven students had a positive experience and three had a predominantly negative experience. Assessment of teacher certainty using transcribed audio recordings of teachers' statements during the collaborative meetings indicated a positive relation between teacher expressions of certainty and student learning. The teacher–researcher collaboration increased teachers' focus on student learning and deepened the researcher's analysis.

Originality/value

There is an urgent need to explore collaborative development in special educational needs teaching. Lesson study is an effective way of examining teachers' collaborative processes using data on teachers' reasoning about teaching and students' learning.

sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2020
Emneord
Lesson study, Intellectual disability, Special educational needs teaching, Collaborative meetings, Mathematics, Professional certainty
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-17477 (URN)10.1108/IJLLS-12-2019-0082 (DOI)000532709400001 ()
Tilgjengelig fra: 2020-06-12 Laget: 2020-06-12 Sist oppdatert: 2022-05-16bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-0119-5490