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Talman, L., Gustafsson, C., Stier, J. & Wilder, J. (2018). Staffs’ documentation of participation for adults with profound intellectualdisability or profound intellectual and multiple disabilities. Disability and Rehabilitation, 2527-2437
Open this publication in new window or tab >>Staffs’ documentation of participation for adults with profound intellectualdisability or profound intellectual and multiple disabilities
2018 (English)In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, p. 2527-2437Article in journal (Refereed) Published
Abstract [en]

Purpose: This study investigated what areas of International Classification of Functioning, Disability and Health were documented in implementation plans for adults with profound intellectual disability or profound intellectual and multiple disabilities with focus on participation.

Methods: A document analysis of 17 implementation plans was performed and International Classification of Functioning, Disability and Health was used as an analytic tool.

Results: One hundred and sixty-three different codes were identified, especially in the components Activities and participation and Environmental factors. Participation was most frequently coded in the chapters Community, social and civic life and Self-care. Overall, the results showed that focus in the implementation plans concerned Self-care and Community, social and civic life. The other life areas in Activities and participation were seldom, or not at all, documented.

Conclusions: A deeper focus on participation in the implementation plans and all life areas in the component Activities and participation is needed. It is important that the documentation clearly shows what the adult wants, wishes, and likes in everyday life. It is also important to ensure that the job description for staff contains both life areas and individual preferences so that staff have the possibility to work to fulfill social and individual participation for the target group.

  • Implications for rehabilitation
  • There is a need for functioning working models to increase participation significantly for adults with profound intellectual disability or profound intellectual and multiple disabilities.

  • For these adults, participation is achieved through the assistance of others and support and services carried out must be documented in an implementation plan.

  • The International Classification of Functioning, Disability and Health can be used to support staff and ensure that information about the most important factors in an individual’s functioning in their environment is not omitted in documentation.

National Category
Social Work
Identifiers
urn:nbn:se:mdh:diva-40173 (URN)10.1080/09638288.2017.1340979 (DOI)28633543 (PubMedID)
Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2018-10-11Bibliographically approved
Lillvist, A. & Wilder, J. (Eds.). (2017). Barns övergångar. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Barns övergångar
2017 (Swedish)Collection (editor) (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36391 (URN)9789144115481 (ISBN)
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2017-10-06Bibliographically approved
Wilder, J. & Lillvist, A. (2017). Collaboration in Transitions from preschool: Young children with Intellectual Disabilities. In: Nadine Ballam, Bob Perry, Anders Garpelin (Ed.), Pedagogies of Educational Transitions: European and Antipodean Research (pp. 59-74). Springer
Open this publication in new window or tab >>Collaboration in Transitions from preschool: Young children with Intellectual Disabilities
2017 (English)In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Springer, 2017, p. 59-74Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36389 (URN)10.1007/978-3-319-43118-5_5 (DOI)
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2017-10-06Bibliographically approved
Wilder, J. & Lillvist, A. (2017). Hope, despair and everything in between: Parental expectations of Educational Transitions for young children with intellectual disability. In: Sue Dockett, Wilfred Griebel, Bob Perry (Ed.), Families and transition to School: (pp. 51-66). Springer
Open this publication in new window or tab >>Hope, despair and everything in between: Parental expectations of Educational Transitions for young children with intellectual disability
2017 (English)In: Families and transition to School / [ed] Sue Dockett, Wilfred Griebel, Bob Perry, Springer, 2017, p. 51-66Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36387 (URN)978-3-319-58329-7 (ISBN)
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2017-10-06Bibliographically approved
Andersson, A.-L. & Wilder, J. (2017). Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning (1ed.). In: Lillvist, A & Wilder, J. (Ed.), Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola (pp. 151-167). Lund
Open this publication in new window or tab >>Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning
2017 (Swedish)In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Lillvist, A & Wilder, J., Lund, 2017, 1, p. 151-167Chapter in book (Refereed)
Abstract [sv]

Barn som har intellektuell funktionsnedsättning kan få sin undervisning i grundskolan, men läsa enligt grundsärskolans läroplan. Hur är det att göra övergångar mellan olika skolformer och olika skolor för barn som har intellektuell funktionsnedsättning? Hur kan det se ut för dessa barn i förskola och skolan innan utredning inför mottagande i särskola, under utredning och efter utredning? Detta kapitel diskuterar just dessa frågor och presenterar tre föräldraberättelser om sina barns skoltid.

Place, publisher, year, edition, pages
Lund: , 2017 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36174 (URN)9789144115481 (ISBN)
Available from: 2017-08-08 Created: 2017-08-08 Last updated: 2018-01-03Bibliographically approved
Lillvist, A. & Wilder, J. (2017). Valued and performed or not?: Teachers' ratings of transition activities for young children with learning disability. European Journal of Special Needs Education, 32(3), 422-436
Open this publication in new window or tab >>Valued and performed or not?: Teachers' ratings of transition activities for young children with learning disability
2017 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 32, no 3, p. 422-436Article in journal (Refereed) Published
Abstract [en]

Stakeholder collaboration has been identified as a facilitator for positive transition outcomes for all children, and especially for children in need of special support. However, the type and extent of stakeholder collaboration have shown to be related to teachers' view of their transition practises. Thus, this study set out to examine the transition activities reported by 253 teachers in Compulsory School for Students with Learning Disabilities in Sweden. The purpose was to study the type of transition activities performed and how important teachers regarded these activities to be. The results show that overall teachers are engaged in transition activities that can be described as mainly traditional, as they do not differ from transition activities carried out in other educational settings. The results also show that untraditional transition activities, such as home visits and joint parent meetings with preschools, are viewed as important, but rarely executed. The results are discussed from an ecological systems perspective, emphasising the interconnectedness of individuals and their environment. Focus is given to individualised transition processes and developmentally appropriate transition activities for young children with learning disability.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2017
Keywords
Transition competence, transition activities, learning disability, educational transition, stakeholder collaboration
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-35792 (URN)10.1080/08856257.2017.1295637 (DOI)000402308800010 ()2-s2.0-85013821244 (Scopus ID)
Available from: 2017-06-15 Created: 2017-06-15 Last updated: 2018-01-24Bibliographically approved
Boren, T., Granlund, M., Wilder, J. & Axelsson, A. K. (2016). Sweden's LSS and Social Integration: An Exploration of the Relationship between Personal Assistant Type, Activities, and Participation for Children with PIMD. Journal of Policy and Practice in Intellectual Disabilities, 13(1), 50-60
Open this publication in new window or tab >>Sweden's LSS and Social Integration: An Exploration of the Relationship between Personal Assistant Type, Activities, and Participation for Children with PIMD
2016 (English)In: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130, Vol. 13, no 1, p. 50-60Article in journal (Refereed) Published
Abstract [en]

The Swedish personal assistance system, facilitated through Swedish legislation (known as the LSS), allows children with profound intellectual and multiple disabilities (PIMD) to receive subsidized personal assistance. This assistance may be either a hired professional from outside the family or a parent paid as a personal assistant. The type of personal assistant can impact activity selection. As noted by bio-ecological systems theory, participation in "systems" beyond the household is important for a child's cognitive and social development, including the development of children with disabilities. The authors explored whether children's personal assistant type (i.e., external or parental) is related to their presence in socially integrative activities (SIAs) versus non-socially integrative activities (NSIAs). The relationship between children's activity engagement and their personal assistant type was examined via a descriptive, comparative study based on a questionnaire. Sixty families answered, providing quantitative data about personal assistance type across 56 common family activities. Children's external assistants showed a greater presence in SIAs than children's parental assistants, who showed a greater presence in NSIAs. The level of activity engagement between personal assistant type, however, had a less direct relationship. In accordance with bio-ecological systems theory, activity selection can influence the child's cognitive and social development. Ultimately, this study suggests that external assistants partake in more SIAs than parental assistants, likely as a function of providing respite for families. This respite stems from the LSS's implicit role for external personal assistants to also serve as relief for parents. In turn, by facilitating exposure to broader systems, these external assistants can play a critical role in children's social and cognitive development.

Keywords
Children, Intellectual disabilities, Participation, Personal assistance, Profound intellectual and multiple disabilities (PMID), Social integration
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-31427 (URN)10.1111/jppi.12146 (DOI)000373226900006 ()2-s2.0-84961589432 (Scopus ID)
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2017-11-30Bibliographically approved
Andersson, A.-L. & Wilder, J. (2016). Teachers’ Perspectives on the Learning Situation in School for Students with Mild Intellectual Disabilities. In: Leading Education: The Distinct Contributions of Educational Research and Researchers. Paper presented at EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION (ECER 2016).
Open this publication in new window or tab >>Teachers’ Perspectives on the Learning Situation in School for Students with Mild Intellectual Disabilities
2016 (English)In: Leading Education: The Distinct Contributions of Educational Research and Researchers, 2016Conference paper, Published paper (Refereed)
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36175 (URN)
Conference
EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION (ECER 2016)
Available from: 2017-08-08 Created: 2017-08-08 Last updated: 2017-12-22Bibliographically approved
Wilder, J. (2015). Access and delivery of formal support to young children with developmental delay in Sweden. Research and Practice in Intellectual and Developmental Disabilities, 2, 136-147
Open this publication in new window or tab >>Access and delivery of formal support to young children with developmental delay in Sweden
2015 (English)In: Research and Practice in Intellectual and Developmental Disabilities, ISSN 2329-7018, Vol. 2, p. 136-147Article in journal (Refereed) Published
Abstract [en]

AbstractThis article provides a review and discussion of formal support in Sweden for young children up to 6 years of age with developmental delay and in need of special support. Some of these children may receive a diagnosis of mild intellectual disability during their school years. The nature of Swedish support services, the pathways to access the various types of support, and the delivery of formal support services have been reviewed. The utilisation of formal support, expectations in relation to responsibilities of parents or guardians, and the transition of children into the school system are also discussed. The developmental systems approach was used to frame the discussion. Access to formal support services for young children is not easy. Formal identification and formal eligibility decisions do not necessarily equate to formal service utilisation. Factors important to the provision of formal support include Swedish laws and regulations; the knowledge and attitudes of social service officers, and the guidelines within which they work; the competence of teachers; and parental knowledge and skills. Obtaining support seems heavily dependent on a child's relationships with key facilitators, and their experience and expertise.

National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-29261 (URN)10.1080/23297018.2015.1079728 (DOI)
Available from: 2015-09-29 Created: 2015-09-29 Last updated: 2016-09-21Bibliographically approved
Wilder, J. (2015). Professionals’ and Parents’ Shared Learning in Blended Learning Networks related to Communication and Augmentative and Alternative Communication for People with Severe Disabilities. In: : . Paper presented at 6th International Carers conference, care and caring: Future proofing the new demographics, 3-6 September, Gothenburg, Sweden.
Open this publication in new window or tab >>Professionals’ and Parents’ Shared Learning in Blended Learning Networks related to Communication and Augmentative and Alternative Communication for People with Severe Disabilities
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-29264 (URN)
Conference
6th International Carers conference, care and caring: Future proofing the new demographics, 3-6 September, Gothenburg, Sweden
Available from: 2015-09-29 Created: 2015-09-29 Last updated: 2015-10-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9273-2203

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