Helena Hemmingsson

Helena Hemmingsson

Ställföreträdande prefekt, Professor

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Telephone 08-120 764 29
Visiting address Frescati hagväg 10
Room 330
Postal address Specialpedagogiska institutionen 106 91 Stockholm

About me


Helena Hemmingsson is Professor in Special Education at Stockholm University, Department of Special Education. Her main research area is children and adolescents with disabilities or special educational needs (SEN) concerning opportunities and barriers for participation in school and in the transition to work. In particular, Hemmingsson’s research interest is on how support to students with special educational needs is designed, conducted and perceived with a focus on information and communication technology (ICT). She has developed the School Setting Interview (SSI), a pupil-centered interview assessment concerning pupils perceived need of adjustments in school which is used both in research and practice. 

Hemmingsson is a board member of the Association for the Advancements of Assistive technology in Europe (AAATE). She is chair of the research advisory group at Department of Special Education. In addition, she is guest professor (20%) at Linköping University, Department of Social and Welfare Studies.

Current projects: Internet use, ICT and participation

Eye gaze technology in everyday activities for children with complex needs without speech is an intervention study which explore eye gaze technology as a tool for providing opportunities for participation in school- and play activities of children with severe disabilities without speech. International collaborators are Dubai, Taiwan, USA, Cyprus that conduct replications of the intervention and data collection procedure. The project is founded by The Swedish Research Council (Vetenskapsrådet). Attached is a link to a video about eye-gaze technology,

Internet use and participation concerns how young people with intellectual disabilities use internet and participate in the digital society. The project collaborate with The Swedish Media Council (Mediarådet) in order to be able to compare young people with intellectual disabilities access to, use of and attitudes to ICT with a comparison group. Survey´s and other data collection methods in the project has been adjusted in order to investigate this topic from the perspective of the young people with intellectual disabilities.

ICT as support for students with special educational needs in upper secondary school is a longitudinal intervention study which examines perceived needs for support in school with a focus on ICT and whether or not support including ICT effects students' subjective well-being, school attendance and grades. Over 400 students with special educational needs are included in the study and about 150 of these are followed one year after school is completed. 


A selection of recent publications

  1. Hemmingsson, H., Ahlsten, G., Wandin, H., Rytterström, P., & Borgestig, M. (2018). Eye-gaze control technology as early intervention for a non-verbal young child with high spinal cord injury: A case report. Technologies, 6, 12;
  2. Yngve, M., Munkholm, M., Lidström, H., Hemmingsson, H., & Ekblad, E. (2018). Validity of the School Setting Interview for students with special educational needs in regular upper secondary school – a Rasch analysis. Health and Quality of Life Outcomes, 16:12. 10.1186/s12955-017-0830-6
  3. Borgestig, M., Sandqvist J, Ahlsten G, Falkmer T, Hemmingsson H (2017). Gaze-based assistive technology in daily activities in children with severe physical impairments – an intervention study. Developmental Neurorehabilitation,20(3), 129-141.
  4. Borgestig, M., Rytterström, P., & Hemmingsson, H. (2017). Gaze-based assistive technology used in daily life by children with severe physical impairments – parents’ experiences. Developmental Neurorehabilitation, 20(5), 301-308.
  5. Hemmingsson, H., Björk Olafsdottir, L., & Egilson, S. (2017). Agreements and disagreements between children and their parents in health-related assessments. Disability and Rehabilitation, 39(11), 1059-1072.
  6. Rytterström, P., Borgestig., & Hemmingsson, H. (2016). Teachers’ experiences of using eye gaze-controlled computers for pupils with severe motor impairments and without speech. European Journal of Special Needs Education, 31,(4), 506-519.
  7. Bolic-Baric, V., Kjellberg, A., Hellberg, K., & Hemmingsson, H. (on-line). Internet activities during leisure – a comparison between adolescents with ADHD and adolescents from the general population. Journal of Attention Disorders.
  8. Bolic Baric, V., Hellberg, K., Kjellberg, A., & Hemmingsson, H. (2016). Support for learning- goes beyond academic support – voices of students with Asperger’s disorder and ADHD. Autism: International Journal of Research and Practice, 20(2), 183-195.

Last updated: October 1, 2018

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