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Kamilla Klefbeck

About me

Kamilla Klefbeck holds a Ph.D. in Education. Her research interests originate from the didactic encounters with children, adolescents, and adults with intellectual disabilities (ID), as well as ID combined with autism. From 1997 to 2017, she worked in special primary and secondary education and as an educator within day activity centers. Between 2018 and 2022, she completed her doctoral studies through the national research school SET (Special Education for Teacher Educators), funded by the Swedish Research Council (Dnr. 2017-06039). On May 25, 2022, Kamilla defended her dissertation titled Gaining Access to Learning Processes: Professional Development for Teachers of Students with Intellectual Disabilities and Autism in Special Schools.

The dissertation provided implications for how teachers in Compulsory Schools for Students with Intellectual Disabilities can develop their teaching to enhance student participation and learning. Since defending her dissertation, Kamilla has continued her work exploring professional development for teachers in adapted compulsory schools, focusing on student participation and learning.

Teaching

Kamilla Klefbeck teaches in the Special Needs Teacher and Special Education programs and supervises master's students in special education at Stockholm University. She has previously taught special education in teacher education programs (from undergraduate to advanced levels) at Kristianstad University.

Research

Since her doctoral defense (25/05/2022), Kamilla has continued to deepen her research on the professional development of teachers in Compulsory School for Students with Intellectual Disabilities (CSSID), with a particular focus on student participation and learning. She is currently collaborating with a municipal school to implement her research insights in practice by testing tools for knowledge assessment. Kamilla has also initiated a collaboration with researchers in Japan to explore how the lesson study method can be used to further develop, and enable awareness of students' knowledge development in CSSID.

Publications

A selection from Stockholm University publication database

  • Implementing assessment protocols in compulsory school for students with intellectual disabilities: challenges and opportunities for teachers educating students with intellectual disabilities

    2024. Kamilla Klefbeck. International Journal for Lesson and Learning Studies 13 (5), 76-91

    Article

    Purpose: This study investigates the impact of integrating structured assessment protocols within the Japanese lesson study (JLS) framework in Swedish Compulsory School for Students with Intellectual Disabilities (CSSID). The purpose is to explore whether such integration can enhance teachers’ professional certainty in assessing and supporting students with intellectual disability (ID), aligning educational practices with inclusive legislative mandates.

    Design/methodology/approach: The study utilized structured assessment protocols during lesson study cycles, where teachers observed and discussed research lessons based on predefined learning objectives. Data were collected through questionnaires, assessment protocols and post-lesson discussions, then analyzed using narrative and descriptive statistical methods.

    Findings: The integration of structured assessment protocols in lesson studies enhanced teachers’ focus and clarity in assessing and supporting students with ID, improving their perceptions of student engagement, interest and understanding. However, challenges in adapting the protocols to varied teaching contexts and student needs limited the overall impact on professional certainty.

    Practical implications: This study examines the adaptability of integrating lesson study with assessment protocols in special education settings. It demonstrates that structured assessment protocols used within the lesson study process provide a common focus on academic achievements for students with ID.

    Originality/value: This study contributes to the field by demonstrating the potential of modifying traditional lesson study approaches to include structured assessment protocols, particularly in the context of special education. It highlights the need for ongoing professional development and sustainable assessment strategies that support the diverse learning needs of students with ID.

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