Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Using guided video feedback for collaborative classroom research with SEND teachers of students with autism: a Case Report
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Faculty of Education, Kristianstad University, Kristianstad, Sweden.ORCID iD: 0000-0002-0119-5490
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Faculty of Education, Kristianstad University, Kristianstad, Sweden.ORCID iD: 0000-0002-8734-1224
2023 (English)In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346XArticle in journal (Refereed) 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.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023.
Keywords [en]
autism spectrum disorders; collaborative; intellectual disabilities; video feedback; Special Educational Needs and Disabilities (SEND)
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mau:diva-51469DOI: 10.1080/1034912X.2023.2212603ISI: 000987897300001Scopus ID: 2-s2.0-85159328166OAI: oai:DiVA.org:mau-51469DiVA, id: diva2:1658367
Funder
Swedish Research CouncilAvailable from: 2022-05-16 Created: 2022-05-16 Last updated: 2023-06-16Bibliographically approved
In thesis
1. Att få tillträde till lärprocesser: professionell utveckling för lärare som undervisar elever med intellektuell funktionsnedsättning och autism i grundsärskolan
Open this publication in new window or tab >>Att få tillträde till lärprocesser: professionell utveckling för lärare som undervisar elever med intellektuell funktionsnedsättning och autism i grundsärskolan
2022 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2022. p. 172
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 98
Keywords
Autism, Educational participation, Intellectual disability, Practice-based research, Professional development, Special didactics, Teacher-researcher collaboration
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-51470 (URN)10.24834/isbn.9789178772629 (DOI)9789178772612 (ISBN)9789178772629 (ISBN)
Public defence
2022-05-25, Aulan Hälsa och samhälle eller via livesändning, Jan Waldenströms g. 25, Malmö, 13:15
Opponent
Supervisors
Funder
Swedish Research Council
Note

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

Available from: 2022-05-16 Created: 2022-05-16 Last updated: 2023-05-25Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Klefbeck, KamillaHolmqvist, Mona

Search in DiVA

By author/editor
Klefbeck, KamillaHolmqvist, Mona
By organisation
Department of School Development and Leadership (SOL)
In the same journal
International journal of disability, development and education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 186 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf