https://www.mdu.se/

mdu.sePublikationer
Ändra sökning
Avgränsa sökresultatet
1 - 11 av 11
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.
    Börjesson, Mats
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    A Newspaper Campaign Tells: The Launch of Neuro-psychiatric Diagnoses in the Swedish Daily Press 1997-19991999Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 1, nr 2, s. 3-25Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Around the time of 1998 a number of articles about the situation of the educational system appeared in the daily Swedish press. A large proportion of the articles (concerned with science journalism as well as general debate and narratives) centered on children with the neuro-psychiatric diagnoses DAMP, AHDH, Tourettes or Aspergers Syndrome. The occurrence could be described as a launch or a campaign in favour of a medical perspective on children's problems. This article is attempting to give some explanations to the large amount of attention given to these diagnoses. The rhetorical forms used to convince readers of the accuracy and humanity of diagnosing children are also analysed. Special emphasis is placed on the commercial terms that journalism operates under, and on its tradition as an educator. We can see, on the whole, that medicine, journalism and parents' testimonies tell the same story. The material represents a wide consensus relating to the question of how diagnostics and the importance of placing these children into special areas are viewed. The study has been carried out within the framework of a socialconstructivist perspective.

  • 2.
    Carlhed, Carina
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Defining dimensions of family-oriented services in early childhood intervention2003Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 5, nr 2, s. 185-202Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of the study is to examine process dimensions in a model regarding family-oriented services in early intervention. Professionals in habilitation from different parts of Sweden participated (n=237). A hypothesized model was tested with Confirmatory Factor Analysis and Structural Equation Modeling procedures and resulted in a hierarchical model with two main factors: a relationship dimension and an involvement/information-exchange dimension. The process of intervention comprises efforts in building relationships, enhance effective information exchange between parents and professionals, and finally find different ways of involving parents/families. The findings call for a distinction between relational and participatory elements when referring to family oriented services.

  • 3. Dag, Munir
    et al.
    Kullberg, Christian
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.
    Can they work it out and do they get any satisfaction?: Young Swedish physically disabled men's and women's work involvement and job satisfaction2010Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 12, nr 4, s. 287-303Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, results are reported from a study of what value young (20-35 years) disabled men and women ascribe to a job and the job satisfaction they have. Data for the study were collected via a survey questionnaire. The results show that both the men and the women attach great psychosocial value to work and that they have a high level of job satisfaction. The results also show that the men tend to ascribe higher economic value to paid work than the women do and that the women ascribe a higher psychosocial value to paid work than the men. Finally, there is a discussion of the conclusions that can be drawn from the results of the social policy measures taken for men and women in the group in question.

  • 4.
    Eriksson, Lilly
    et al.
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Granlund, Mats
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Perceived Participation: A comparison of students with disabilities and students without disabilities2004Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 6, nr 3, s. 206-224Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    According to a recent study (Almqvist & Granlund, accepted), participation is not strongly related to type and degree of disability but probably to the context of the individual as well as generic personal factors. Such diverse factors can over time become orchestrated and pull the development of individuals with disability in a certain direction. This study compares how 959 students with and without disabilities in two age‐groups 7–12 and 13–17 perceive their participation in school activities. The main method of analysis is one‐way‐ANOVA. The result indicates that students without disabilities rated their perceived participation higher, especially in unstructured “free”; activities. Further, students without disabilities experience a higher degree of autonomy and rate the availability of school activities as higher. Students with disabilities rate their interaction with teachers as better and more frequent, but their interaction with peers as less frequent. These differences increase with age and may reinforce a stigmatization process.

  • 5.
    Luttropp, A.
    et al.
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Granlund, Mats
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Interaction -it depends -a comparative study of interaction in preschools between children with intellectual disability and children with typical development2010Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 12, nr 3, s. 151-164Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to investigate differences and similarities in interaction of preschool children with and without intellectual disability. Observations of preschool children (COP) and questionnaires to which preschool staff responded were used to study differences and similarities in how the children interact. Similarities concerned children's engagement and context of play; differences involved how children initiated and adjusted their interaction. The study revealed that teachers decided what the interaction should be for children with intellectual disability more often than for children with typical development and were often physically closer to intellectually disabled children than to the children with typical development. The results also revealed that children with intellectual disability, compared to children with typical development, interacted more frequently during structured activities than during free play. In conclusion, how the interaction evolves depends on the classroom situation, the child, and the child's physical environment. In structured contexts there were fewer differences in interaction between children with and without intellectual disability.

  • 6.
    Nilholm, Claes
    et al.
    Fakulteten för lärande och samhälle, Malmö högskola, Sweden.
    Almqvist, Lena
    Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Göransson, Kerstin
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Lindqvist, Gunilla
    Dalarna University, Sweden.
    Is it Possible to Get Away from Disability-Based Classifications in Education?: An Empirical Investigation of the Swedish System2013Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 15, nr 4, s. 379-391Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Disability classifications is given a minor role in the Swedish national policy onspecial needs in schools. In the present study questionnaires are used toinvestigate the actual importance of medical diagnosis in obtaining specialsupport as well as attitudes towards such practices. The study involves differentlevels of the educational system as well as different occupational groups withincompulsory schooling and preschool. The results show that: 1) disability-basedcategories are seen as less needed in practice by chief education officers than byprincipals; 2) disability-based classifications have stronger support among schoolstaff than in the guiding documents and among principals and chief educationofficers; 3) a disability-based approach has stronger support at the compulsoryschool level than at the preschool level; 4) the group most in favour of disabilitybasedclassifications is teachers and those most against are chief educationofficers, principals and SENCOs.

  • 7.
    Ramsten, Camilla
    et al.
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.
    Blomberg, Helena
    Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Staff as Advocates, Moral Guardians and Enablers: Using ICT for Independence and Participation in Disability Services2019Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 21, nr 1, s. 271-281Artikel i tidskrift (Refereegranskat)
  • 8.
    Svanelöv, Eric
    et al.
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.
    Flygare Wallen, Eva
    Karolinska Institutet.
    Enarsson, Per
    Linneuniversitetet.
    Stier, Jonas
    Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Everybody with Disability Should be Included: A Qualitative Interview Study of Athletes’ Experiences of Disability Sports Participation Analysed with Ideas of Able-Mindedness2020Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 22, nr 1Artikel i tidskrift (Refereegranskat)
  • 9.
    Talman, Lena
    et al.
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.
    Wilder, Jenny
    Stockholm university, Sweden.
    Stier, Jonas
    Dalarna university, Sweden.
    Gustafsson, Christine
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.
    Staff's and Managers' Conceptions of Participation for Adults with Profound Intellectual Disabilities or Profound Intellectual and Multiple Disabilities2019Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 21, nr 1, s. 78-88Artikel i tidskrift (Refereegranskat)
  • 10.
    Ylvén, Regina
    et al.
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd. Karolinska Institute, Huddinge, Sweden.
    Granlund, Mats
    Jönköping University, Sweden.
    Collaborative problem-solving in the context of early Childhood Intervention – the link between problems and goals2015Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 17, nr 3, s. 221-239Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Swedish Child and Youth Habilitation Services (C-YHS) for children with disabilities and their families' build on regular planning meetings involving families and professionals, and appointments and interventions implemented between meetings. This study explores the content of issues discussed at planning meetings, and the relation between content and activities implemented in everyday interventions. Longitudinal data from five families and their C-YHS-teams were used. Data were analyzed using conventional content analysis. The results illustrate a process with a high degree of correspondence between families' concerns, experienced problems, the formal decisions and the activities they generated. Concerns were focused on the future, and related actions focused on supporting adults in the environment, mostly the parents, thus indirectly relating to the child. Problems were focused on the current situation, and to a larger extent concerned actions directly related to the child. Although a family-centred service, interventions focused on the proximal environment, may be underreported.

  • 11.
    Östlund, Gunnel
    et al.
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.
    Johansson, Gun
    Karolinska institutet, Sweden.
    Remaining in workforce: employment barriers for people with disabilities in a Swedish context2018Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 20, nr 1, s. 18-25Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Participation in the workforce is lower among people with disabilities worldwide. In this study we explore how people with disabilities perceive their inclusion in working life. Twenty women and men were interviewed. The sample comprises a group of working people experiencing different kinds of physical and sensory disabilities. The employment barriers found were related to accessibility, cooperation among welfare agencies, technical aids and welfare services. We named them as follows: the environmental participation barrier, the jungle of devices, the catch 22 situations, and, the inflexibility of welfare services. According to our interpretation these external barriers hinder people with disabilities from engaging in work and civic life to the extent that they want. Most interviewees in our sample were well-educated and successfully employed, nevertheless they all had experienced barriers in relation to remaining in work. Although the intentions in Sweden and most welfare states is to include people with disabilities in working life there are several obstacles in implementation of this intention. 

1 - 11 av 11
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