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Hellblom-Thibblin, TinaORCID iD iconorcid.org/0000-0003-2387-2760
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Publications (10 of 17) Show all publications
Hellblom-Thibblin, T. (2018). Challenges and dilemmas – a conceptual approach to children’s diversity in school. European Journal of Special Needs Education, 33(1), 1-15
Open this publication in new window or tab >>Challenges and dilemmas – a conceptual approach to children’s diversity in school
2018 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 33, no 1, p. 1-15Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to discuss and problematise issues related to conceptual approaches to differences among children in the world of school education. The article is based on results from a Swedish study on categorisation of schoolchildren’s ‘problems’ from a historical perspective. Its central questions are: ‘What concepts are used to formulate children’s various educational needs, and how can these concepts be understood?’ Supported by an ecological analysis model, complex situations in the categorisation and problem-solving process are clarified. Using terminology to refer to pupils’ diverse abilities and needs involves aspects of categorising. An understanding of how this works may bring more profound knowledge of obstacles to children’s learning. The categorisation process illustrates effects both at individual level and more generally. Categorisation may be regarded as a useful practice for understanding children’s differences better, and thereby finding the best ways of responding to them. However, categorisation based on abilities and needs also adds a challenge to the important idea of inclusion. The article discusses categorisation as a basis for educational problem-solving and the implications of categorising children’s varying abilities and experience of school education. The theoretical premises enhance understanding of the dynamic nature of terminology usage, and thus future prospects of meeting challenges that may arise, in schools.

National Category
Social Sciences Pedagogy
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36163 (URN)10.1080/08856257.2017.1297570 (DOI)000430566800001 ()2-s2.0-85014519527 (Scopus ID)
Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2018-05-11Bibliographically approved
Hellblom-Thibblin, T. (2018). Hinder och Utmaningar - Olika barns möten med nya miljöer vid pedagogiska övergångar (2ed.). In: Anders Garpelin och Gunilla Sandberg (Ed.), Att förstå barns vägar till lärande under övergången från förskola till skola: (pp. 27-46). Västerås: Mälardalens högskola
Open this publication in new window or tab >>Hinder och Utmaningar - Olika barns möten med nya miljöer vid pedagogiska övergångar
2018 (Swedish)In: Att förstå barns vägar till lärande under övergången från förskola till skola / [ed] Anders Garpelin och Gunilla Sandberg, Västerås: Mälardalens högskola , 2018, 2, p. 27-46Chapter in book (Refereed)
Abstract [sv]

I detta kapitel presenteras och diskuteras resultat från den studie om barns tidiga pedagogiska övergångar som ligger till grund för kapitlet. Syftet i den studien var att fördjupa kunskapen om hur barn med olika förutsättningar kan uppfattas och förstås vid pedagogiska övergångar, särskilt avseende hinder och utmaningar. Data insamlades genom fokuserade gruppintervjuer med lärare från förskola, förskoleklass och första klass i grundskolan. En kvalitativ ansats valdes och det teoretiska ramverket i studien var influerat av ett ekologiskt synsätt på barns lärande och utveckling. Lärarna såg hinder och utmaningar som är ett resultat av interaktioner mellan barnets egenskaper och miljöförhållanden. Resultatet visar även att den ekologiska utgångspunkten var användbar för att synliggöra faktorer och förhållanden som medverkade till hinder och utmaningar på olika sätt.

Place, publisher, year, edition, pages
Västerås: Mälardalens högskola, 2018 Edition: 2
Series
Mälardalen Studies in Educational Sciences ; 35
Keywords
ekologisk analysmodell, ekologiskt perspektiv, exkludring, inkludering, läranderesa, pedagogiska övergångar
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-40955 (URN)978-91-7485-403-9 (ISBN)
Funder
Swedish Research Council
Available from: 2018-09-19 Created: 2018-09-19 Last updated: 2018-09-24Bibliographically approved
Sandberg, G. & Hellblom-Thibblin, T. (2018). Pedagogical transitions from the perspective of special needs educators. In: "Inclusion and Exclusion, Resources for Educational Research?": . Paper presented at European Conference on Educational Research. ECER 2018, 3 - 7 Sept, Free University Bolzano, Italy.
Open this publication in new window or tab >>Pedagogical transitions from the perspective of special needs educators
2018 (English)In: "Inclusion and Exclusion, Resources for Educational Research?", 2018Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-40984 (URN)
Conference
European Conference on Educational Research. ECER 2018, 3 - 7 Sept, Free University Bolzano, Italy
Available from: 2018-09-21 Created: 2018-09-21 Last updated: 2018-09-24Bibliographically approved
Hellblom-Thibblin, T. & Marwick, H. (2017). Diversity and Pedagogies in Educational Transitions (1ed.). In: Nadine Ballam, Bob Perry, Anders Garpelin (Ed.), Pedagogies of Educational Transitions: European and Antipodean Research (pp. 15-27). Springer
Open this publication in new window or tab >>Diversity and Pedagogies in Educational Transitions
2017 (English)In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Springer, 2017, 1, p. 15-27Chapter in book (Refereed)
Abstract [en]

This chapter presents issues regarding diversity and inclusion from different perspectives, involving various aspects of children and young people’s learning and development related to educational transitions and practices. Several factors and conditions are highlighted as part of the explanation of how diversity can be understood and addressed pedagogically in different educational transitions. The chapter takes into account important issues on meeting diversity from an inclusive perspective with regard to the variety of cultural, socio-economic and individual conditions relating to young children’s learning and development.

Place, publisher, year, edition, pages
Springer, 2017 Edition: 1
Series
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746 ; volt 16
National Category
Social Sciences Pedagogical Work
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36162 (URN)10.1007/978-3-319-43118-5 (DOI)978-3-319-43116-1 (ISBN)
Projects
POET
Available from: 2017-07-31 Created: 2017-07-31 Last updated: 2017-08-24Bibliographically approved
Sandberg, G., Ekström, K., Hellblom-Thibblin, T., Kallberg, P. & Garpelin, A. (2017). Educational Practices and Children's Learning Journeys from Preschool to Primary School. In: Nadine Ballam, Bob Perry and Anders Garpelin (Ed.), Pedagogies of Educational Transitions: European and Antipodean Research (pp. 239-256). Switzerland: Springer International Publishing
Open this publication in new window or tab >>Educational Practices and Children's Learning Journeys from Preschool to Primary School
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2017 (English)In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry and Anders Garpelin, Switzerland: Springer International Publishing , 2017, p. 239-256Chapter in book (Refereed)
Place, publisher, year, edition, pages
Switzerland: Springer International Publishing, 2017
Series
International Perspectives on Early Childhood Education and Development ; 16
National Category
Pedagogy
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-35189 (URN)10.1007/978-3-319-43118-5_15 (DOI)978-3-319-43116-1 (ISBN)978-3-319-43118-5 (ISBN)
Available from: 2017-04-18 Created: 2017-04-18 Last updated: 2017-04-19Bibliographically approved
Hellblom-Thibblin, T. (2017). Kategoriseringsprocessen i pedagogisk praktik utifrån ett ekologiskt perspektiv (1ed.). In: Anders Garpelin och Anette Sandberg (Ed.), Barn och Unga i Skola och Samhälle: . Västerås
Open this publication in new window or tab >>Kategoriseringsprocessen i pedagogisk praktik utifrån ett ekologiskt perspektiv
2017 (Swedish)In: Barn och Unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås, 2017, 1Chapter in book (Refereed)
Abstract [sv]

Syftet med kapitlet är att diskutera och problematisera frågor som rör kategoriseringsprocesser i pedagogiska praktiker med utgångspunkt från två ekologiska analysmodeller. Med exempel från empiriska studier där dessa modeller används, diskuteras begreppsanvändning i pedagogiska verksamheter samt de utmaningar som kan uppstå i samband med barns lärande och sociala utveckling. Det handlar om en interaktivitet mellan olika komponenter i en kategoriseringsprocess och analysmodellerna synliggör detta. 

Place, publisher, year, edition, pages
Västerås: , 2017 Edition: 1
Series
Mälardalen Studies in Educational Sciences ; 31
Keywords
ekologisk analysmodell, exkludering, grupptillhörighet, inkludering, identitetsprocess, interaktioner, kategorisering, kategoriseringsprocess, pedagogiska övergångar
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36116 (URN)978-91-7485-326-1 (ISBN)
Available from: 2017-07-31 Created: 2017-07-31 Last updated: 2017-08-24Bibliographically approved
Hellblom-Thibblin, T., Sandberg, G. & Garpelin, A. (2017). Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives (1ed.). In: Nadine Ballam, Bob Perry, Anders Garpelin (Ed.), POET Pedagogies of Educational Transitions: European and Antipodean Research (pp. 43-58). Schweiz: Springer
Open this publication in new window or tab >>Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives
2017 (English)In: POET Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Schweiz: Springer, 2017, 1, p. 43-58Chapter in book (Refereed)
Abstract [en]

In this chapter we explore teachers’ perceptions of children’s diversity in different educational settings. Using interviews with teachers from Swedish preschools, preschool classes and the first grade in primary school, we aim to study transitions in school from the perspectives of several actors. The theoretical framework we employ is influenced by an ecological approach to understanding children’s needs in educational transitions. The teachers’ reflections on these three transitions emphasised the importance of context when responding to children’s needs. The teachers also described transitions as dynamic processes in which factors and conditions at different levels interact.

Place, publisher, year, edition, pages
Schweiz: Springer, 2017 Edition: 1
Series
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746 ; volym 16
National Category
Social Sciences Pedagogical Work
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-33191 (URN)10.1007/978-3-319-43118-5_4 (DOI)978-3-319-43116-1 (ISBN)
Projects
POET
Available from: 2017-07-31 Created: 2017-07-31 Last updated: 2017-08-24Bibliographically approved
Göransson, K., Hellblom-Thibblin, T. & Axdorph, E. (2016). A conceptual approach to teaching mathematics to students with intellectual disability. Scandinavian Journal of Educational Research (2), 182-200
Open this publication in new window or tab >>A conceptual approach to teaching mathematics to students with intellectual disability
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, no 2, p. 182-200Article in journal (Refereed) Published
Abstract [en]

Swedish compulsory school for students with intellectual disability (ID) has been criticized for focusing on care and not presenting the students with enough knowledge-related challenges. The purpose of this study is to investigate how a conceptually-based mathematics curriculum can be interpreted and constructed for students with ID. A total of 18 mathematics lessons in 6 classes forstudents with ID were filmed, and the teachers were interviewed in connection with the lessons. Aqualitative content analysis approach was used to identify aspects of mathematical competency content and to analyze the teaching. Three major groups of teaching strategies are identified: pedagogical mathematics activities, focusing on students’ perceptions of mathematical content, and encouraging dialogue between students. 

Place, publisher, year, edition, pages
London: Routledge, 2016
Keywords
mathematical competence, intellectual disability, teaching strategies, classroom research
National Category
Social Sciences Didactics Pedagogical Work
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-28734 (URN)10.1080/00313831.2015.1017836 (DOI)000370681500004 ()2-s2.0-84957844208 (Scopus ID)
Available from: 2015-08-21 Created: 2015-08-21 Last updated: 2019-01-28Bibliographically approved
Sandberg, G. & Hellblom-Thibblin, T. (2015). Starting school – from the perspective of different children. In: Anette Sandberg & Anders Garpelin (Ed.), Children and Young People in School and in Society: (pp. 155-171). Nova Science Publishers, Inc.
Open this publication in new window or tab >>Starting school – from the perspective of different children
2015 (English)In: Children and Young People in School and in Society / [ed] Anette Sandberg & Anders Garpelin, Nova Science Publishers, Inc., 2015, p. 155-171Chapter in book (Refereed)
Abstract [en]

What do we know about children’s perspectives on starting school? This chapter reports and discusses findings from an ethnographic case study, aiming to deepen the understanding of how different children perceive the transition to school with regard to social as well as academic aspects. The theoretical framework is leaning on an interactional perspective, where children’s learning and development are seen to take place in a dynamic and ecological system. The reported results are based on interviews with 23 children, before and after their entrance in primary school, and on observed teaching situations in preschool class and grade 1. Research among children demands special ethical considerations, such as how to avoid that questions and interest from the researcher affect the position of children that are vulnerable in some way. The findings show that, within a group of children, facing the same educational settings and the transition between them, there are significant differences between the experiences expressed by the children.The findings presented support the importance of listen to children, when planning educational settings and the transitions between them.

Place, publisher, year, edition, pages
Nova Science Publishers, Inc., 2015
Keywords
Children’s perspectives, ecological theory, ethnographic methods, school start, transition
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-29152 (URN)2-s2.0-84957037330 (Scopus ID)978-1-63483-495-7 (ISBN)
Available from: 2015-09-27 Created: 2015-09-27 Last updated: 2016-02-18Bibliographically approved
Hellblom-Thibblin, T. & Sandberg, G. (2015). Teachers´ perceptions of children´s diversity in different educational settings: Some issues to discuss from a research study. In: Anette Sandberg & Anders Garpelin (Ed.), Children and Young People in School and in Society: (pp. 87-199). Nova Science Publisher
Open this publication in new window or tab >>Teachers´ perceptions of children´s diversity in different educational settings: Some issues to discuss from a research study
2015 (English)In: Children and Young People in School and in Society / [ed] Anette Sandberg & Anders Garpelin, Nova Science Publisher , 2015, p. 87-199Chapter in book (Refereed)
Abstract [en]

In this chapter issues from a study about teachers’ perceptions of children’s diversity in different educational settings are discussed. The chapter also focuses on how these issues can be understood from an ecological point of view. The theoretical framework, used in the referred study, was influenced by an ecological approach to understand children's capabilities in relation to transitions and the learning process. The empirical data originates from focused thema interviews with 36 teacher from preschool, preschool class and first grade in primary school. The result shows that teachers’ perceptions of children´s different capabilites and experiences were influenced by factors from micro to macro level and emphasised the complexity of a dynamic process. Obstacles regarding children's learning and development changed from preschool to first grade in primary school. Teachers' perceptions of diversity involve both ideas of including and also excluding processes, besides dimensions linked to identity and social relations but also changes related to different educational settings. What teachers perceive as "problems", challenges and implications for measures in different educational settings can be of valuable knowledge for all professionals who are interested in children's learning journeys from preschool to school.

Place, publisher, year, edition, pages
Nova Science Publisher, 2015
Series
Education in a Competitive and Globalizing World
Keywords
diversity, educational transitions, social interactions, exclusion, learning journey, identity process, socialisation process, ecological approach
National Category
Learning Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-29269 (URN)2-s2.0-84957027970 (Scopus ID)ISBN: 978-1-63483-495-7 (ISBN)
Available from: 2015-09-29 Created: 2015-09-29 Last updated: 2016-02-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2387-2760

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