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Malin LönnerbladUniversitetslektor

Om mig

Malin Lönnerblad är utbildad lärare i svenska/SO för årskurs 1-7 samt specialpedagog och har en master i specialpedagogik. Malin har under flera år arbetat som lärare och specialpedagog i grundskolan, främst med barn i behov av särskilt stöd. Under de senaste åren har hon arbetat som specialpedagog på Astrid Lindgrens barnsjukhus i ett team som utreder barn med förvärvade hjärnskador. Malin Lönnerblads forskning handlar om hur det går i grundskolan för barn som har behandlats för hjärntumörer. Genom registerstudier kommer nationella prov och betyg att undersökas.

Huvudhandledare: Universitetslektor Eva Berglund (Specialpedagogiska inst., Stockholms univ.)
Handledare: Professor Klas Blomgren (Karolinska Institutet) och Ingrid van’t Hooft (Karolinska Institutet)

Forskning

Forskningsintresse: Skolprestationer hos barn som behandlats för en hjärntumör och andra cancerformer

Publikationer

I urval från Stockholms universitets publikationsdatabas

  • Affected Aspects Regarding Literacy and Numeracy in Children Treated for Brain Tumors

    2017. Malin Lönnerblad (et al.). Journal of Pediatric Oncology Nursing 34 (6), 397-405

    Artikel

    The aim of this study was to investigate the test results of reading speed, reading comprehension, word comprehension, spelling, basic arithmetic skills, and number sense (intuitive understanding of numbers) by children treated for brain tumors. This is a retrospective study based on medical records, including standardized academic tests. In the years of 2010 to 2014, all children in the area of Stockholm between 7 and 18 years (IQ <70) who had no major linguistic or motor difficulties after they had undergone treatment for brain tumors were offered a special education assessment one year after treatment, at school start, or the year before a transition from one stage to another. Our results indicate that children treated for a brain tumor are at risk of having difficulties in spelling, reading speed, and arithmetic and that the test performance may decline over years in arithmetic and spelling. Children diagnosed at age 0 to 6 years may need extra tutoring at school start, especially in basic arithmetic skills. In both reading and mathematics, many children perform better on tests focused on understanding than on tests focused on speed. Continuous special needs assessments including different aspects of literacy and numeracy, are important for understanding each child's specific needs.

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