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Wilder, Jenny, ProfessorORCID iD iconorcid.org/0000-0002-9273-2203
Alternative names
Publications (10 of 54) Show all publications
Arvidsson, P., Storfors, T. & Wilder, J. (2023). Identification of Possible Learning Problems in Children with Intellectual Disabilities. In: Santoshi Halder; Shakila Dada; Rashida Banerjee (Ed.), The Routledge Handbook of Inclusive Education for Teacher Educators: Issues, Considerations, and Strategies (pp. 256-265). Routledge
Open this publication in new window or tab >>Identification of Possible Learning Problems in Children with Intellectual Disabilities
2023 (English)In: The Routledge Handbook of Inclusive Education for Teacher Educators: Issues, Considerations, and Strategies / [ed] Santoshi Halder; Shakila Dada; Rashida Banerjee, Routledge, 2023, p. 256-265Chapter in book (Other academic)
Abstract [en]

All children have the right to become equal citizens of the society. Children with intellectual disabilities have difficulties in learning and may need support to reach that equality, and some extra resources may be needed. Compared to children with typical development, children with intellectual disabilities have problems in three cognitive areas that are essential for learning activities: Abstract thinking. Understanding/using abstract symbols (text, numbers, money, and time) and imagining non-experienced things and situations. Several-steps thinking. Understanding multiple-level instructions and connections between cause and effect. Simultaneous handling of information. Nuanced considerations/comparisons, risk considerations and problem solving that manifest in complex social situations.

Endorsing an interactive bio-psycho-social understanding of intellectual disabilities implies that learning limitations are the discrepancy between abilities and the level and/or quality of support, and according to this an inclusive approach to learning should be based on knowledge about abilities rather than dis-abilities. Two inclusive classroom strategies for learning are presented and discussed in this chapter. These strategies seek ways of providing universal, inclusive learning situations where children with intellectual disability can interact with any children and the most important role for a teacher is to find ways to support the children in that interaction.

Place, publisher, year, edition, pages
Routledge, 2023
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-62174 (URN)10.4324/9781003266068-20 (DOI)2-s2.0-85156202944 (Scopus ID)9781032129877 (ISBN)9781003266068 (ISBN)
Available from: 2023-04-04 Created: 2023-04-04 Last updated: 2024-01-23Bibliographically approved
Wilder, J. (2021). Parents' perspectives on pedagogical transitions and educational situations of students with mild intellectual disabilities. In: Proceedings of the 6th IASSIDD Europe Congress: Value Diversity, Amsterdam, June 6-8, 2021: . Paper presented at 6th IASSIDD Europe Congress: Value Diversity (pp. 1212-1212). John Wiley & Sons, 35
Open this publication in new window or tab >>Parents' perspectives on pedagogical transitions and educational situations of students with mild intellectual disabilities
2021 (English)In: Proceedings of the 6th IASSIDD Europe Congress: Value Diversity, Amsterdam, June 6-8, 2021, John Wiley & Sons, 2021, Vol. 35, p. 1212-1212Conference paper, Oral presentation only (Refereed)
Place, publisher, year, edition, pages
John Wiley & Sons, 2021
National Category
Didactics Pedagogy
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-55425 (URN)
Conference
6th IASSIDD Europe Congress: Value Diversity
Available from: 2021-07-07 Created: 2021-07-07 Last updated: 2021-11-03Bibliographically approved
Andersson, A.-L. & Wilder, J. (2021). Parents’ perspectives on pedagogical transitions and educational situations of students with mild intellectual disability. In: : . Paper presented at 6th International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD) EUROPE CONGRESS, Amsterdam, July 5-8, 2021..
Open this publication in new window or tab >>Parents’ perspectives on pedagogical transitions and educational situations of students with mild intellectual disability
2021 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Abstract title

Parents’ perspectives on pedagogical transitions and educational situations of students with MID

Introduction: The goal of the Swedish educational system is to offer all students a meaningful and equal education in an inclusive classroom environment. At the same time there are parallel school systems in Sweden, comprised by the Compulsory School for Students with Intellectual Disability (CSSID) and Compulsory School (CS).

Aim: The aim of this study was to explore parents’ perspectives about their children’s pedagogical transitions and educational situation over time.Method: The data constitutes of six interviews with parents of students with mild intellectual disability (MID). All interviews were inductively analyzed using thematic analysis.

Results: Three master themes were summarised: 1) Uncertainty and worries, 2) Process and interactions, and 3) The novel situation.

Implications: The transition from CS to CSSID requires a readjustment for parents and they express the need for support from professionals in these transitions. The change for the children could be to meet new knowledge requirements and for parents to find new forms of interaction between home and school. For children and parents the ability to face change was made visible, for example, trust in teachers was affected. In order to create a functioning everyday life, actors at different levels need to collaborate.

Keywords
educational situation, pedagogical transition, interaction, trust, mild intellectual disability
National Category
Educational Sciences Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-56026 (URN)
Conference
6th International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD) EUROPE CONGRESS, Amsterdam, July 5-8, 2021.
Available from: 2021-09-29 Created: 2021-09-29 Last updated: 2023-08-30Bibliographically approved
Andersson, A.-L., Klang, N. & Wilder, J. (2021). Pedagogiska övergångar för elever som har lindrig intellektuell funktionsnedsättning. In: Wåger, J. & Östlund, D. (Ed.), Hållbart och meningsfullt lärande: (pp. 19-31). Studentlitteratur AB
Open this publication in new window or tab >>Pedagogiska övergångar för elever som har lindrig intellektuell funktionsnedsättning
2021 (Swedish)In: Hållbart och meningsfullt lärande / [ed] Wåger, J. & Östlund, D., Studentlitteratur AB, 2021, p. 19-31Chapter in book (Other academic)
Place, publisher, year, edition, pages
Studentlitteratur AB, 2021
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-56739 (URN)9789144137605 (ISBN)
Available from: 2021-12-14 Created: 2021-12-14 Last updated: 2023-08-30Bibliographically approved
Talman, L., Wilder, J., Stier, J. & Gustafsson, C. (2019). Staff members and managers’ views of the conditions for the participation of adults with profound intellectual and multiple disabilities. JARID: Journal of applied research in intellectual disabilities, 32(1), 143-151
Open this publication in new window or tab >>Staff members and managers’ views of the conditions for the participation of adults with profound intellectual and multiple disabilities
2019 (English)In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 32, no 1, p. 143-151Article in journal (Refereed) Published
Abstract [en]

Background

Participation is a central aspect of quality of life, and it is indicative of high‐quality outcomes for people with intellectual disabilities. However, participation is difficult to achieve for adults with profound intellectual and multiple disabilities.

Aim

To describe staff members’ perceptions of what participation means for adults with profound intellectual and multiple disabilities.

Method

Using a phenomenographic approach, 27 interviews were analysed resulting in variations in the conditions for participation.

Results

The interviews revealed conditions for participation at individual, staff and organisational levels.

Conclusion

Participation appears to be an un‐reflected phenomenon, and several conditions must be met to achieve it. The conditions are experienced being fundamental for adults within the target group to achieve any kind of participation. The staff members and managers’ perceptions of participation as conditional can make it more difficult for adults within the target group to achieve the Swedish disability policy goal of participation.

National Category
Social Work
Identifiers
urn:nbn:se:mdh:diva-40175 (URN)10.1111/jar.12516 (DOI)000458679000013 ()29998545 (PubMedID)2-s2.0-85050675304 (Scopus ID)
Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2020-11-16Bibliographically approved
Talman, L., Wilder, J., Stier, J. & Gustafsson, C. (2019). Staff's and Managers' Conceptions of Participation for Adults with Profound Intellectual Disabilities or Profound Intellectual and Multiple Disabilities. Scandinavian Journal of Disability Research, 21(1), 78-88
Open this publication in new window or tab >>Staff's and Managers' Conceptions of Participation for Adults with Profound Intellectual Disabilities or Profound Intellectual and Multiple Disabilities
2019 (English)In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 21, no 1, p. 78-88Article in journal (Refereed) Published
National Category
Social Work
Identifiers
urn:nbn:se:mdh:diva-40174 (URN)10.16993/sjdr.53 (DOI)000477958500008 ()2-s2.0-85068443584 (Scopus ID)
Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2020-12-08Bibliographically approved
Andersson, A.-L., Wilder, J., Klang, N., Magnússon, G. & Lillvist, A. (2019). Teachers' perspectives on the learning situation in school of students with mild intellectual disabilities. Paper presented at THE WORLD CONGRESS OF THE INTERNATIONAL ASSOCIATION FOR THE SCIENTIFIC STUDY OF INTELLECTUAL AND DEVELOPMENTAL DISABILITIES (IASSIDD), 6-9 Aug 2019, Glasgow. Journal of Intellectual Disability Research, 63, 762-762
Open this publication in new window or tab >>Teachers' perspectives on the learning situation in school of students with mild intellectual disabilities
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2019 (English)In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 63, p. 762-762Article in journal, Meeting abstract (Refereed) Published
Keywords
Inclusive Education
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-40061 (URN)10.1111/jir.12658 (DOI)
Conference
THE WORLD CONGRESS OF THE INTERNATIONAL ASSOCIATION FOR THE SCIENTIFIC STUDY OF INTELLECTUAL AND DEVELOPMENTAL DISABILITIES (IASSIDD), 6-9 Aug 2019, Glasgow
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2023-08-30Bibliographically approved
Wilder, J. & Lillvist, A. (2018). Learning journey: a conceptual framework for analyzing children's learning in educational transitions. European Early Childhood Education Research Journal, 26(5), 688-700
Open this publication in new window or tab >>Learning journey: a conceptual framework for analyzing children's learning in educational transitions
2018 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 5, p. 688-700Article in journal (Refereed) Published
Abstract [en]

Research about transitions in early childhood education has had an upsurge especially in the last 15 years. Much attention has been directed to what constitutes and builds up positive transitions. Although, as learning is one of the main tasks in educational settings, there is a need for more explicit research discussions in the transition research field about children's learning in transition. The aims of this article are to discuss and unravel the theoretical concept learning journey' and to propose a conceptual framework for analyzing children's learning in early educational transitions. The article gives a review of the concept learning journey and related terms: learning, continuity/discontinuity, change, collaboration and time. A conceptual framework of learning journey is proposed and a model presented. The model is discussed in relation to the PPCT-model of Urie Bronfenbrenner and a final discussion set the proposed conceptual framework of learning journey in the context of application to early childhood education.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2018
Keywords
Transition to school, learning, collaboration, learning journey, conceptual framework
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-41304 (URN)10.1080/1350293X.2018.1522736 (DOI)000448059100006 ()2-s2.0-85053939775 (Scopus ID)
Available from: 2018-11-08 Created: 2018-11-08 Last updated: 2020-10-30Bibliographically approved
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, 40(21), 2527-2537
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, Vol. 40, no 21, p. 2527-2537Article 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)000446621800007 ()28633543 (PubMedID)2-s2.0-85021127139 (Scopus ID)
Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2020-11-16Bibliographically approved
Andersson, A.-L., Wilder, J., Magnússon, G. & Klang, N. (2018). Teachers’ Experiences About The Teaching Situation For Pupils With Mild Intellectual Disability. In: : . Paper presented at EERA, Bolzano, 3-7 September 2018.
Open this publication in new window or tab >>Teachers’ Experiences About The Teaching Situation For Pupils With Mild Intellectual Disability
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-40908 (URN)
Conference
EERA, Bolzano, 3-7 September 2018
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2023-08-30Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9273-2203

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