Linn Johnels has a Degree of Master of Education and a Degree of Master of Arts in Music Education with Specialisation in Music Therapy. Linn has worked as a music therapist and pedagogue with people with severe to profound intellectual disabilities at Eldorado, which is a specialist center providing activities, education and culture for people with severe or profound intellectual disabilities and their caregivers and personnel in the municipality of Gothenburg. Linn has also worked as a music therapist with severly sick children and youths att the Drottning Silvia's child and adolescent hospital, in adult psychiatry and the Nationell centre for Rett syndrome and other rare diagnoses.
Linn's research interests are within special education, early communication and how music and aesthetic expressions could be used to enhance participation, development and learning in students with severe or profound intellectual and multiple disabilities witin the school context.
The PhD project aims to scientifically try out a partly new pedagogical approach – MultiSensory Music Drama (MSMD) together with school children with profound intellectual and multiple disabilities (PIMD) and their teachers.
In the PhD project, which consists of three substudies, the focus is whether an early intervention with interactive music activities and MultiSensory Music Drama, potentially can enhance attention, initiation and engagement in children with PIMD, since these are behaviors that provide important prerequisites for development and learning.
Main Supervisor: Associate Professor Jenny Wilder (Department of Special Education, Stockholm University)
Supervisor: Professor Simo Vehmas (Department of Special Education, Stockholm University)
Supervisor: Professor Shakila Dada (University of Pretoria) https://www.up.ac.za/centre-for-augmentative-alternative-communication
A selection from Stockholm University publication database
Interactive Music with Children and Youths with Severe or Profound Intellectual and Multiple Disabilities
2020. Linn Johnels, Simo Vehmas, Jenny Wilder.Conference
Introduction: It has been proposed that interactive music and music therapy not only develops musical abilities but also more general developmental abilities such as social and communicative abilities in children and youths with intellectual disabilities. However, previous research on music with children with disabilities is rather scarce, particularly when it comes to children with severe or profound intellectual and multiple disabilities. Method: The aim of the current study is to identify and systematically review research on interactive music with children and youths with severe or profound intellectual and multiple disabilities (S/PIMD) in peer-reviewed articles written in English during the years 2000-2020. Research questions focuses on participant characteristics; research purposes, methodologies, findings and effectiveness of interventions. The searches in the databases will be performed through various combinations of search terms. Given the heterogeneity of the included studies’ methods and data, the included studies will be summarized using text and tables to compare and contrast findings across studies. The quality of the evidence (risk of bias) will be assessed. Discussion/Conclusions: Preliminary findings will be presented which may reveal implications for practice and research concerning effectiveness of interactive music interventions and research designs together with children with S/PIMD. It will potentially contribute to the evidence based knowledge of how to support development and education for the target group.
Children with PIMD
2019. Linn Johnels, Simo Vehmas, Jenny Wilder.Conference
Since children with profound intellectual (and multiple) disabilities (PI(M)D) are highly dependent on others for social interaction and learning, it is pivotal to gain insight into communicative and pedagogical strategies that enhance alertness, engagement and contingency awareness. In this poster, I will present the outline and preliminary results of my PhD-project. Method: Three sub-studies are outlined. In all studies, student alertness, engagement and social attention are key outcome measures. In a first systematic literature review of the existent literature, I will evaluate the effects of teaching personnel’s responsive strategies and contingency raising activities. Study 2 and 3 are a case-study and an experimental single subject design, where interactive music and multi-sensory storytelling are systematically entered as elements in pedagogical practice for students with PI(M)D. To evaluate effects, behavior will be filmed and coded using established observation schedules, complemented with teacher interviews in order to better understand the perceived meaning of this type of intervention. Results: Preliminary studies from the study 1 will be presented, alongside a description of the project in its totality. Implications: This project will contribute to the knowledge of how to support learning and development in schoolchildren with PI(M)D.