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  • 1.
    Granlund, Mats
    et al.
    Mälardalen University, Department of Social Sciences.
    Eriksson, Lilly
    Mälardalen University, Department of Social Sciences.
    Almqvist, Lena
    Mälardalen University, Department of Social Sciences.
    Luttropp, Agneta
    Mälardalen University, Department of Social Sciences.
    Björck-Åkesson, Eva
    Delaktighet: Sammanfattning av ett forskningsprojekt2004Report (Other academic)
  • 2.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Luttropp, Agneta
    Mälardalen University, School of Education, Culture and Communication.
    Åman, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Country report Sweden2008In: Early Childhood Education in Inclusive Settings - Erstausgabe: Basis, Background and Framework of Inclusive Early Education in Five European Countries (France, Germany, Hungary, Portugal and Sweden),, Siegen: Comenius/ECEIS , 2008Chapter in book (Other academic)
  • 3.
    Luttropp, A.
    et al.
    Mälardalen University, Department of Social Sciences.
    Granlund, Mats
    Mälardalen University, Department of Social Sciences.
    Interaction -it depends -a comparative study of interaction in preschools between children with intellectual disability and children with typical development2010In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 12, no 3, p. 151-164Article in journal (Refereed)
    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.

  • 4.
    Norling, Martina
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Luttrop, Agneta
    Mälardalen University, School of Education, Culture and Communication.
    Intervention practice for preschool children in need of special support: Comparitive analysis between South Africa and Sweden.2007In: South African Journal of Occupational Therapy, ISSN 0038-2337, Vol. 37, no 3, p. 22-25Article in journal (Other academic)
1 - 4 of 4
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  • en-US
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