Forskarskolan i specialpedagogik

Forskarskolan i specialpedagogik har inriktning mot tidiga insatser i lärandemiljöer inom förskola och under de första skolåren. Den hoppas kunna utveckla forskningskunskap, om hur man förebygger och arbetar med att barn i behov av särskilt stöd ska få de bästa möjligheterna till lärande och utveckling.

Två barn.

 

 

Sven Bölte, Mara Westling Allodi, Henrik Danielsson, Jenny Wilder och Mats Granlund.

Forskarskolan har fått medel från Vetenskapsrådets utbildningsvetenskapliga kommitté (UVK) för att under perioden 2018-2021 erbjuda en forskarutbildning i specialpedagogik, i samarbete med Karolinska Institutet, Jönköping University och Linköpings universitet.

Forskarskolans olika lärosäten rekryterar under 2018 upp till 10 doktorander som deltar i forskarskolans verksamhet. Kurserna inom forskarskolan kommer att annonseras och kunna sökas av flera doktorander. På Stockholms universitet arbetar Mara Westling Allodi och Jenny Wilder med forskarskolan och flera forskare i specialpedagogik kommer att involveras som handledare och lärare.

Forskarskolan rekryterar doktorander med specialpedagogisk bakgrund, och knyter deras studier till existerande forskningsmiljöer och multidisciplinära projekt i samarbete med:

Karolinska Institutet
Jönköping University
Linköpings universitet
Neurodevelopmental Disorders at Karolinska Institutet (KIND)

Ny bok: Specialpedagogisk forskning och tidiga insatser

Forskarskolan i specialpedagogik - medverkande.

Forskarskolan med inriktning mot tidiga insatser i lärandemiljöer i förskola och under de första skolåren utvecklar förskolans och skolans kunskapsbas om yngre barns särskilda behov och om kraven på omgivningens specialpedagogiska anpassningar. Forskarskolan utvecklar specialpedagogiska insatser som undanröjer hinder av olika slag och ökar barns delaktighet, engagemang och lärande.

Internationell och nationell forskning visar att barn i behov av särskilt stöd som inte får tillräckligt stöd och stimulans i sina lärandemiljöer riskerar att uppleva mindre deltagande i förskole- och skolverksamheten. Tidiga insatser i lärandemiljöer är nödvändiga och effektiva för att upptäcka sårbarhet, motverka risker och stödja kommunikation, samspel och lärande under barns första år i förskola och skola.

Nationella utvärderingar av svensk förskola och av de tidiga åren i svensk skola rapporterar att det finns förbättringsbehov när det gäller att stödja barn i behov av särskilt stöd och barn med funktionsnedsättningar. Utvärderingar visar att det fins brister i förskolan och skolan i det stöd som ges till barn i behov av särskilt stöd. Forskning visar att övergångarna mellanförskola, förskoleklass och skola kan vara känsliga perioder för barns lärande och utveckling.

Det finns ett generellt behov av ökad kunskap om påverkansfaktorer och arbetssätt för att stödja barns lärande i förskola och under de tidiga åren i skolan. Tidigare svensk forskning i specialpedagogik har mestadels varit deskriptiv och interventionsstudier behövs för att utveckla specialpedagogik i praktiken genom forskningsbaserad tillämpad forskning.

Syftet med Forskarskolan i Specialpedagogik är att utveckla denna kunskap för att kunna erbjuda mer effektiva insatser, vilket efterfrågas i utbildningssystemet och i samhället.

Styrgrupp

Mara Westling Allodi, professor, Stockholms universitet

Jenny Wilder, professor, Stockholms universitet

Eva Siljehag, universitetslektor, Stockholms universitet

Mats Granlund, professor, Jönköping University

Sven Bölte, professor, Karolinska institutet

Henrik Danielsson, docent, Linköpings universitet

Advisory Board

Julie Dockrell, professor Psychology and Special Needs, UCL Institute of Education, University College

Dale Farran, Professor Vanderbilt Peabody College, specialty in Poverty and Intervention

Jonathan Green, Professor of Child/Adolescent Psychiatry The University of Manchester

Stockholms universitet har fått ansvaret att koordinera Forskarskolan i specialpedagogik, i samarbete med

Jönköping University
Linköpings universitet - specialpedagogik
Karolinska Institutet

Internationella samarbetspartners
Susan Sandall, professor, University of Washington, College of Education, USA
Samuel Odom, professor, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill School of Education, USA

David Backlund
Karin Edlund
Lisa Fohlin
Yu-Hsin Hsieh
Charlotte Jakobsson
Linn Johnells
Rasmus Riad
Sofia Wallin
Carina Wikman

Doktorander vid andra universitet:
Andrea Ritosa, Jönköping University
Hanna Lindström Sandahl, Linköpings universitet

Hur erbjuder vi insatser i god tid för praktiker i förskola, tidiga skolåren, och särskola?

Tidigare seminarier

  • 28 april 2021 Carina Wikman's 50% seminar: Can We Change the Social Climate in Learning Environments? Assessment, observation and coaching as tools to improve the social climate in the elementary classroom: a pilot study
  • 27 april 2021 Karin Edlund’s 50% seminar: Teacher’s talk in the classroom: communication supporting strategies during text talks - a pilot study
  • 7 april 2021 Lisa Fohlins 50%-seminarium: Making a change: Identifying barriers and facilitators in implementation of innovations in Swedish Schools
  • 31 mars 2021 Linn Johnels 50%-seminarium: Musical interaction with students with PIMD: Interactive behaviors, staff responsiveness and narrative support
  • 11 januari 2021 Sofia Wallin 50%-seminarium Communication and AAC in Schools for Students with Intellectual Disability: An Exploratory Study of a Partner Communication Intervention
  • 21 december 2020 Yu-Hsin Hsieh 50%-seminarium: Applying eye-gaze asssitive thechnology in daily activities for children and youth with complex needs
  • 4 december 2020 Rasmus Riad - Bilderboksläsning med mer dialog i förskolan – en engagerande högläsning

  • Specialpedagogisk forskning och tidiga insatser
    Mara Westling Allodi och Heidi Selenius
  • Teachers’ perceptions of barriers and facilitators in implementing innovations for inclusive education
    Lisa Fohlin
  • Kommunikationsstödjande strategier i klassrummet – En explorativ studie av lärarcoachning och elevers muntliga deltagande i strukturerade smågruppssamtal
    Karin Edlund
  • Supporting Communication in Schools for Students with Intellectual Disability: Augmentative and Alternative Communication and Partner Strategies
    Sofia Wallin
  • A cluster-randomized controlled trial of a teacher-coaching intervention: a pilot study aimed at supporting classroom climate and student development
    Carina Wikman
  • Social Climate and the Student in the Learning Environment: Advances in Assessment, Observation, and Coaching
    Carina Wikman
  • Exploring language skills and well-being in inclusive preschools: The impact of a dialogic reading intervention
    Rasmus Riad
  • Early Elementary School Interventions in Reading and Mathematics
    Hanna Lindström Sandahl
  • School staff’s perceptions of implementing the Inclusive Behavioral Support in Schools framework in Swedish schools
    Lisa Fohlin, Mara Westling Allodi, Mina Sedem och Martin Karlberg
  • Measuring Children’s Engagement in Early Childhood Education and Care Settings: A Scoping Literature Review
    Andrea Ritoša, Frida Åström, Eva Björck, Lisa Borglund, Elin Karlsson, Elaine McHugh och Elisabeth Nylander
  • Primary school teachers' patterns in using communication-supporting strategies following a professional development program: lessons learned from an exploratory study with three teachers
    Karin Edlund, Liselotte Kjellmer, Helena Hemmingsson och Eva Berglund
  • Musical interaction with children and young people with severe or profound intellectual and multiple disabilities: a scoping review. International Journal of Developmental Disabilities, 1-18
    Linn Johnels, Simo Vehmas och Jenny Wilder
  • Multisensoriskt musikdrama - Ett pedagogiskt arbetssätt för personer med flerfunktionsnedsättning. Socialmedicinsk Tidskrift, (5-6), 733-743
    Linn Johnels
  • Language skills and well-being in early childhood education and care: a cross-sectional exploration in a Swedish context
    Rasmus Riad, Mara Westling Allodi, Eva Siljehag och Sven Bölte
  • Increasing participation in computer activities using eye-gaze assistive technology for children with complex needs
    Yu-Hsin Hsieh, Mats Granlund, Samuel L. Odom, Ai-Wen Hwang och Helena Hemmingsson
  • Impact of Using an Eye-Gaze Technology by a Young Adult with Severe Cerebral Palsy Without Speech
    Yu-Hsin Hsieh, Mats Granlund, Ai-Wen Hwang och Helena Hemmingsson
  • Eye-gaze assistive technology for play, communication and learning: Impacts on children and youths with severe motor and communication difficulties and their partners"
    Yu-Hsin Hsieh
  • Self-Concept, Prosocial School Behaviors, Well-Being, and Academic Skills in Elementary School Students: A Whole-Child Perspective
    Carina Wikman, Mara Westling Allodi och Laura Anne Ferrer-Wreder
  • Psychometric Properties of the Elementary Social Behavior Assessment in Swedish Primary School: A Teacher Rated Index of Students' Prosocial School Behaviors
    Carina Wikman, Mara Westling Allodi och Laura Anne Ferrer-Wreder
  • Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners
    Yu-Hsin Hsieh, Maria Borgestig, Deepika Gopalarao, Joy McGowan, Mats Granlund, Ai-Wen Hwang och Helena Hemmingsson
  • How I Feel About My School—Adaptation and Validation of an Educational Well-Being Measure among Young Children in Sweden
    Rasmus Riad, Mara Westling Allodi, Eva Siljehag, Carina Wikman, Tamsin Ford och Sven Bölte
  • Teachers' Experiences of Facilitators and Barriers to Implement Theme-Based Cooperative Learning in a Swedish Context
    Lisa Fohlin, Mina Sedem och Mara Westling Allodi

  • Andersson, R., Allodi Westling, M., & Siljehag, E. (2020). Dialogic book reading within Swedish preschool : Introduction of new, intensive reading practices within preschool may impact the social climate. Preliminary data of child self assessment of well-being. Presented at the Nordic Educational Research Association (NERA), Turku, Finland, March 4-6, 2020. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183187
  • Edlund, K., Kjellmer, L., Hemmingsson, H., & Berglund, E. (2023). Communication-supporting strategies in teacher-child verbal interactions. Presented at the Barnspråkslingvistik i Sverige, BLing, Stockholms universitet, 12-13 oktober 2023, Stockholm, Sverige. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-237938
  • Edlund, K., Kjellmer, L., Hemmingsson, H., & Berglund, E. (2022). Teachers’ application of communication supporting strategies in teacher-child verbal interactions. Presented at the Communication and Language Acquisition Studies in Typical and Atypical populations (CLASTA) Conference, Florence, Italy, May 14-15, 2022. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-207684
  • Fohlin, L., Sedem, M., & Westling Allodi, M. (2020). Barriers and facilitators expressed by teachers implementing theme-based and cooperative learning in a Swedish kindergarten. Presented at the Nordic Educational Research Association (NERA), Turku, Finland, March 4-6, 2020. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-179811
  • Hsieh, Y.-H., Granlund, M., Hwang, A.-W., & Hemmingsson, H. (2022). Impact of Using an Eye-Gaze Technology by a Young Adult with Severe Cerebral Palsy Without Speech. Computers Helping People with Special Needs : 18th International Conference, ICCHP-AAATE 2022, Lecco, Italy, July 11–15, 2022, Proceedings, Part I, 347–354. https://doi.org/10.1007/978-3-031-08648-9_40
  • Hsieh, Y.-H., Granlund, M., Odom, S. L., Hwang, A.-W., & Hemmingsson, H. (2022). Using eye-gaze assistive technology for participation in computer activities in young pupils with severe motor and speech difficulties. Presented at the The Nordic Educational Research Association (NERA) conference, 1-3 June, Reykjavik, Iceland. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-211505
  • Hsieh, Y.-H., Hemmingsson, H., Granlund, M., & Hwang, A.-W. (2019). Applying Eye-Gaze Assistive Technology in Daily Life in Children and Youth with Severe Physical Disabilities and Complex Communication Needs- A study protocol. Presented at the The 2nd East Asian Regional Conference on Augmentative and Alternative Communication- Uniting Local and International Perspectives, Taipei, Taiwan, November 15–17, 2019. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-186884
  • Jakobsson, C. (2022). Special Educators’ and Special Educator Teachers’ Perceptions of Their Work Tasks and Opportunities to Work Supportively and Preventively in a Swedish Municipality. Integrating Research and Practice in Early Childhood Intervention - A Joint Conference from the Division for Early Childhood and the International Society on Early Intervention, Symposium and Poster sessions, Chicago, Illinois, US, September 27-30, 2022. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-210863
  • Johnels, L., Vehmas, S., & Wilder, J. (2019). Children with PIMD : Intervention study targeting school staffs’ responsive strategies using interactive music activities and multisensory storytelling. Presented at the The World Congress of the International Association for the Scientific Study of Intellectual and Developmental Disabilities, Glasgow, the 6-9 th of August, 2019. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182738
  • Johnels, L., Vehmas, S., & Wilder, J. (2020). Interactive Music with Children and Youths with Severe or Profound Intellectual and Multiple Disabilities : Preliminary findings from a Systematic Literature Review. Presented at the Special Interest Research Group Profound Intellectual and Multiple Disabilities, Round Table Conference, Berlin, 2-4 th of March, 2020. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182741
  • Riad, R., Westling Allodi, M., & Siljehag, E. (2024). Application of switching replications design in a trial of dialogic book reading. Presented at the Conference on Research Innovations in Early Intervention, San Diego, February 15-17, 2024. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-226844
  • Riad, R., Westling Allodi, M., Siljehag, E., & Bölte, S. (2022). Dialogic Book Reading in Swedish Preschool : A Switching Replications Randomized Controlled Trial. Presented at the ISEI (International Society on Early Intervention) Integrating research and practice in Early Childhood education, Chicago 27-30 September. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-214151
  • Wallin, S., Hemmingsson, H., Thunberg, G., & Wilder, J. (2020). An exploratory study of communication and AAC practice in Swedish schools for students with intellectual disabilities. Presented at the NERA 2020, Turku, Finland, March 4-6, 2020. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-185710
  • Wallin, S., Wilder, J., Hau, H. G., & Hemmingsson, H. (2019). A communication partner intervention in schools for children with intellectual disabilities. Journal of Intellectual Disability Research, 63, 709–709. https://doi.org/10.1111/jir.12669
  • Wikman, C., Westling Allodi, M., & Ferrer-Wreder, L. (2022a). Attention to the Whole Child Perspective. In 2022-Conference RCEN, 11-13 June, 2022. Presented at the Relation Centered Education Network (RCEN), 11-13 June, 2022, Online. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-204843
  • Wikman, C., Westling Allodi, M., & Ferrer-Wreder, L. (2023). Evaluation of a Pilot School-Based Teacher-Coaching Intervention to Change the Social Climate in Second Grade. EARLI 2023 - Book of Abstracts, 171–171. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-220651
  • Wikman, C., Westling Allodi, M., & Ferrer-Wreder, L. (2022b). Measuring the Social Climate in the Learning Environment : Differences Between Two Instruments. Presented at the ISEI International Society on Early Intervention Integrating Research and Practice in Early Childhood Intervention, 27-30 September, 2022, Chicago, USA. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-211500
  • Wikman, C., Westling Allodi, M., & Ferrer-Wreder, L. (2020). Teacher self-assessment of the learning environment with GAVIS : Abstract. Presented at the Nordic Educational Research Association (NERA), Turku, Finland, March 4-6, 2020. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-184630
  • Special Educators’ and Special Educator Teachers’ Perceptions of Their Work Tasks and Opportunities to Work Supportively and Preventively in a Swedish Municipality
    Integrating Research and Practice in Early Childhood Intervention - A Joint Conference from the Division for Early Childhood and the International Society on Early Intervention, Symposium and postersessions, Chicago, Illinois, USA, 27-30 September 2022

14 oktober 2022 anordnade Forskarskolan i specialpedagogik med inriktning mot tidiga insatser ett symposium:

Symposium om insatser i god tid – i förskola, tidiga skolåren och särskola

Senast uppdaterad: 2025-10-30

Sidansvarig: IT-avdelningen

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