Publikationer från Malmö universitet
Ändra sökning
Avgränsa sökresultatet
1 - 9 av 9
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Petersson Bloom, Linda
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    But Does it Really Make a Difference in the Preschool Practice?: Feasibility and Impact of a Web-based Professional Development Programme on Autism Awareness and Inclusive capability2022Konferensbidrag (Övrigt vetenskapligt)
  • 2.
    Petersson Bloom, Linda
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Equity in education for autistic students: professional learning to accommodate inclusive education2022Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Purpose: This thesis aims to explore if and how professionals’ participation in professional development enhances the quality of education for autistic students, including the perspectives of autistic students, their parents, and professionals in pre- and primary school. Furthermore, the thesis directs attention to how professional development may lead to the development of accommodations in the learning environment to support autistic students. Four studies have been conducted to fulfil the aim, which in combination answer the research questions addressed in this thesis. The four studies comprise one systematic review and three empirical studies. Study I, the systematic research review, explored adaptations and modification strategies. Study II investigated how a professional development intervention designed as a lesson study changed attitudes and practices amongst preschool professionals. Studies III–IV were developed from study II, and used professional development to explore changes in the preschool (study III) and primaryschool (study IV) practice. In these studies, multiple stakeholders were included; professionals (teachers, pre- and school management), autistic students, and their parents.

    Theoretical frameworks: Pragmatism is used as the umbrella framework capturing the methodology and methods, in combination with Communities of Practice (CoP) and Landscapes of Practice (LoP), are used to explain and discuss the results of the thesis.

    Design/Approach/Methods: A multilevel mixed methods research design was applied in this thesis. Following the concept of mixed methods, the integration was applied in three phases: research design, methods, interpretation and reporting. In the three empirical sub-studies, variants of mixed methods were alsoused in the designs. The results of the sub-studies are synthesized with a narrative synthesis.

    Findings: The results from the synthesized sub-studies indicate that professional development contributes to changes in professionals’ attitudes, increased knowledge, and strategies to accommodate, the latter more vaguely. Professionals could identify more changes than parents and autistic students. Barriers to implementation were found, such as lack of resources and physical environment. Enabling factors were identified as participation (collaborative aspects). Discrepancies were detected across participants and contexts.

    Conclusions: Based on the results of the included studies and the synthesized result, it is possible to conclude that professional development can contribute to changes, most prominent when exploring professionals’ views. The more distinct changes resided in changes and development in attitudes contributing to changes in mindset and increased knowledge. Furthermore, a lack of prerequisites, such as resources, may hinder the sustainability of professional development and, on a larger scale, inclusive education, which needs to be addressed further. To conclude equity for autistic students is a challenging issue for the Swedish school context, and is not yet fulfilled for this student group.

    Originality/Value: This thesis offers insights into a complex area, includes multiple stakeholders and provides a comprehensive understanding of the phenomena. Including young autistic students as active participants could be considered to be of great value. The findings could be of interest to both the research community and school practice.

    Ladda ner fulltext (pdf)
    Comprehensive summary
    Ladda ner (jpg)
    presentationsbild
  • 3.
    Petersson Bloom, Linda
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals2021Ingår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 51, s. 950-960Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The current study describes the design, implementation, and analysis of a professional development programme using a Lesson Study model to enhance awareness in preschool professionals regarding inclusive education for children with autism spectrum disorder. The mixed method approach included pre- and post-intervention questionnaires, audio-recordings of group seminars, and an interview. The results indicated an increase in autism awareness among the professionals, suggesting that professionals changed their practice as a result of the programme. This was particularly clear regarding making adjustments to the learning environment and taking measures to prevent challenging situations. In addition to describing the implementation of a professional development programme in a preschool, this paper emphasises the importance of appropriate conditions for such initiatives.

    Ladda ner fulltext (pdf)
    fulltext
  • 4.
    Petersson Bloom, Linda
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL). The National Agency for Special Needs Education and School (SPSM), Malmö, Sweden.
    Bölte, Sven
    Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institutet, Stockholm, Sweden; Stockholm Health Care Services, Stockholm, Sweden; Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm, Sweden; Curtin Autism Research Group, Curtin School of Allied Health, Curtin University, Perth, WA, Australia .
    “Now We All Share the Same Knowledge Base": Evaluating Professional Development Targeting Preschool Staff’s Understanding of Autism and Inclusion Skills2022Ingår i: Frontiers in Education, Vol. 7, artikel-id 846960Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Using a mixed-methods intervention approach this study examined the impact and process of a professional development and whether it induces changes in attitudes and practices related to autism among preschool professionals. We assessed professionals’ understanding of autism and their inclusion skills using questionnaires, audio-recorded seminars, and interviews pre- and post-intervention. Professionals, autistic children, and their parents participated. The results indicate that professional development improved attitudes and inclusive practices related to autism as experienced by professionals and parents but not as evident by autistic children. We conclude that professional development is likely to improve preschool staff’s autism knowledge and skills that may be beneficial to create inclusive education and enhance equity and learning outcomes for autistic children. We discuss organizational prerequisites as decisive for the implementation of professional development.

     

    Ladda ner fulltext (pdf)
    fulltext
  • 5.
    Petersson Bloom, Linda
    et al.
    Faculty of Education, Kristianstad University, Kristianstad, Sweden.
    Holmqvist, Mona
    Faculty of Education, Kristianstad University, Kristianstad, Sweden.
    Changes Experienced in Primary Education by Teachers, Autistic Students, and Students’ Parents after a Professional Development Intervention2024Ingår i: Journal of Research in Special Educational Needs, E-ISSN 1471-3802, Vol. 24, nr 1, s. 53-67Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We aimed to explore the experiences of teachers, autistic students and students' parents, before and after professional development intervention for teachers in primary school. The main participants were five autistic students aged 7–11 years in three primary schools (intervention schools), their parents and teachers. Five school contexts were studied, with three interventions and two comparisons. Data collected included questionnaires, student evaluations and recorded follow-up conversations. The results showed statistically significant changes among teachers pre- to postintervention at all three intervention schools; no differences were found at control schools. However, analyses of the case studies showed that parents and students did not experience changes at the same levels as teachers. Identified barriers to change included a lack of physical space, time to focus on each child, and resources. Professional development is effective in changing teachers' understanding and attitudes, but not enough to change classroom practice in the views of students and parents.  

    Ladda ner fulltext (pdf)
    fulltext
  • 6.
    Petersson Bloom, Linda
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Holmqvist, Mona
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    School Improvement in the Views of Autistic Students and their Parents2022Konferensbidrag (Övrigt vetenskapligt)
  • 7.
    Petersson Bloom, Linda
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL). The National Agency for Special Needs Education and School (SPSM), Sweden.
    Holmqvist, Mona
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Strategies in supporting inclusive education for autistic students: A systematic review of qualitative research results2022Ingår i: Autism & Developmental Language Impairments, ISSN 2396-9415, Vol. 7, artikel-id 23969415221123429Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Background and Aim: Strategies to modify and adjust the educational setting in mainstream education for autistic students are under-researched. Hence, this review aims to identify qualitative research results of adaptation and modification strategies to support inclusive education for autistic students at school and classroom levels. Method: In this systematic review, four databases were searched. Following the preferred PRISMA approach, 108 studies met the inclusion criteria, and study characteristics were reported. Synthesis of key findings from included studies was conducted to provide a more comprehensive and holistic understanding. Main Contribution: This article provides insights into a complex area via aggregating findings from qualitative research a comprehensive understanding of the phenomena is presented. The results of the qualitative analysis indicate a focus on teachers' attitudes and students' social skills in research. Only 16 studies were at the classroom level, 89 were at the school level, and three studies were not categorized at either classroom or school level. A research gap was identified regarding studies focusing on the perspectives of autistic students, environmental adaptations to meet the students' sensitivity difficulties, and how to enhance the students' inclusion regarding content taught and knowledge development from a didactic perspective. Conclusions and Implications: Professional development that includes autism-specific understanding and strategies for adjusting and modifying to accommodate autistic students is essential. This conclusion may direct school leaders when implementing professional development programs. A special didactical perspective is needed to support teachers' understanding of challenges in instruction that autistic students may encounter.

    Ladda ner fulltext (pdf)
    fulltext
  • 8.
    Petersson Bloom, Linda
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Holmqvist, Mona
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Leifler, Emma
    Göteborgs Universitet.
    What Works in the Learning Environment in Inclusive Settings for Students with Autism Spectrum Disorders2022Konferensbidrag (Övrigt vetenskapligt)
  • 9.
    Petersson Bloom, Linda
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL). SPSM.
    Leifler, Emma
    Göteborgs universitet.
    Holmqvist, Mona
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Lesson study research for Special Educational Needs and Disabilities2021Konferensbidrag (Övrigt vetenskapligt)
1 - 9 av 9
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf