Heidi har främst undervisat i specialpedagogik på lärarprogrammen. För närvarande är hon kursansvarig för följande fristående kurser

• Delaktighet och lärande för barn, ungdomar och vuxna med ADHD-symtom (7.5 hp)
• Vetenskaplig metod inom specialpedagogisk forskning (15 hp)

Heidi har bedrivit forskning inom bl.a. polis, rättspsykiatri och särskilda ungdomshem. För närvarande arbetar hon med projekt inom sfi, grundskola, anpassad grundskola och socialtjänst. Forskningsprojekten handlar om att minska risken för exkludering och att främja läs- och skrivförmåga hos barn, unga och vuxna.

Flera av pågående projekt genomförs tillsammans med professor Linda Fälth och professor Idor Svensson vid Linnéuniversitet. Heidi medverkar också i ett projekt om att främja skolgång hos unga lagöverträdare med ADHD-symtom, vilket leds av docent Hanna Ginner Hau vid Stockholms universitet.

Heidi är huvudhandledare för doktorand David Backlund och handledare för Dag Strömberg vid Specialpedagogiska institutionen.

I urval från Stockholms universitets publikationsdatabas

• Reading acquisition among students in Grades 1–3 with intellectual disabilities in Sweden

  2024. Linda Fälth (et al.). Dyslexia 30 (3)

  Artikel

  This study investigates the reading performance of younger students with intellectual disabilities to gain insight into their needs in reading education. Participants were 428 students in Grades 1 to 3 in Sweden. They performed LegiLexi tests measuring pre-reading skills, decoding and reading comprehension based on the model of Simple View of Reading. Results demonstrate a great variation in reading acquisition among students. Some students are able to decode single words and read shorter texts with comprehension already in Grade 1. Other students still struggle with learning letters and developing phonological awareness in Grade 3. According to their longitudinal data over grades, results show that most students progress in pre-reading skills, decoding, and reading comprehension. Hence, assessing reading skills among students with intellectual disabilities in Grades 1–3 using tools aligned with the Simple View of Reading seems applicable and informative for teachers. This study underscores the significance of informed instructional practices for empowering these students in reading education.

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• Reading Ability and a Comparison of Reading and Listening Comprehension for Students Aged 16–22 with Intellectual Disability

  2024. Christina Sand (et al.). International journal of disability, development and education, 1-16

  Artikel

  Many studies have examined students with reading and writing difficulties. However, relatively little research has examined reading difficulties in students with intellectual disabilities (ID). The present study included 70 students, 46 with mild and 24 with moderate ID, from six different upper secondary schools for students with ID in southern Sweden. The study had the following aims: first to investigate the students’ reading ability, and second to compare students’ reading and listening abilities. The results revealed that few of the students reached the average decoding and reading comprehension levels for grade 3 students in compulsory school. Furthermore, students generally performed better on listening comprehension than reading comprehension, and this benefit was particularly prominent for students with moderate ID. These findings suggest that systematically practicing listening comprehension may help students with ID increase text assimilation. However, more research is needed to confirm this possibility.

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• Speech-to-text intervention to support text production for students with intellectual disabilities

  2024. Christina Sand (et al.). Disability and Rehabilitation, 1-8

  Artikel

  Aim: Writing is a multifaceted skill involving planning, transcription, and revision that is challenging for students with intellectual disabilities. Some studies have examined reading abilities. However, there needs to be more research on writing proficiency in this population. Especially concerning writing with the assistance of technologies such as speech-to-text (STT). To contribute to filling the research gap, this study aimed to investigate whether tailored speech-to-text interventions enhance text production for students with intellectual disabilities.

  Methods: The research utilised a single-subject design involving the participation of four students (three girls and one boy) aged 10–13 years with mild intellectual disabilities in a rural municipality in Sweden.

  Results: The results of this study revealed significant improvement post-intervention for all four students in word, sentence and text qualities.

  Conclusions: The findings suggest that STT offers a valuable tool for students with intellectual disabilities struggling with handwriting, providing new opportunities for self-expression. Pedagogical implications are discussed.

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• Speech-to-text intervention to support text production among students with writing difficulties: a single-case study in nordic countries

  2024. Gunilla Almgren Bäck (et al.). Disability and Rehabilitation, 1-20

  Artikel

  Studies report that speech-to-text applications (STT) may support students with writing difficulties in text production. However, existing research is sparse, shows mixed results, and lacks information on STT interventions and their applicability in schools. Therefore, this study aimed to investigate whether a systematic and intensive assistive technology intervention focusing on STT can improve text production. A modified multiple-baseline across-subject design was used involving eight middle school students, four Norwegian and four Swedish. Their STT-produced narrative texts were collected during and after the intervention and the productivity, accuracy, and text quality were analysed. Keyboarding was the baseline control condition. The results demonstrated that seven of the eight students increased text productivity and that the proportion of word-level accuracy was maintained or improved. The use of punctuation progressed in participants with poor baseline skills. Most students’ STT-produced texts had at least a similar ratio of meaningfulness and text quality as keyboarding. However, the magnitude of the changes and development patterns varied, with three students showing the most notable impacts. In conclusion, this study’s intervention seemed beneficial in initially instructing STT, and the progress monitoring guided individually adapted future interventions such as balancing productivity and formal language aspects. Removing the spelling barrier with STT provided an opportunity for students to improve their higher-order skills, such as vocabulary diversity and overall text quality. Furthermore, visible progress, such as the ability to produce longer texts, might motivate continued STT usage. However, such development may not always be immediate.

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• Decoding intervention for L2 students in Sweden: A single-subject design study

  2023. Helén Egerhag (et al.). Reading in a Foreign Language 35 (2), 247-269

  Artikel

  Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2 students identified as having a risk of reading difficulties in Grade 3. A multiple-baseline single-subject design study was conducted with three L2 students with Arabic or Dari as their first language. They were provided a word decoding intervention with Bravkod. All three students improved their decoding during the intervention phase. They decoded several words in a given time (NAP=0.96-1.00) and decreased their word decoding errors(NAP=0.91-0.98). The results are promising but should be replicated to be considered evidence-based and suitable for L2 students to improve their decoding in Swedish.

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• A cross-sectional study on reading among young L1 and L2 students in Sweden

  2023. Linda Fälth, Heidi Selenius, Helén Egerhag. European Journal of Special Needs Education 38 (2), 233-244

  Artikel

  According to the Simple View of Reading, decoding and linguistic comprehension are essential for reaching efficient reading comprehension. Students with Swedish as a first (L1) or second language (L2) in grades 1–3 might need special support to develop reading comprehension. In order to identify needs in reading in L1 and L2 students, the current study aimed to investigate how they perform in screening tests measuring vocabulary, decoding, and reading comprehension in Swedish. The present study has a cross-sectional design and includes over 46,000 students who followed the curriculum for Swedish as a first or as a second language. Data consisted of decoding, vocabulary, and reading comprehension tests, which were statistically analysed. The results showed that L2 students in grades 1–3 had significantly weaker decoding, vocabulary, and reading comprehension than L1 students. A performance below average in the tests indicates a need for extra support in reading which a significantly higher proportion of L2 students had compared to L1 students. Therefore, screening and systematic reading instructions are crucial to promoting reading development among L1 and L2 students. 

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• Promoting decoding among young students with Swedish as a first and second language within a response to intervention model

  2023. Helén Egerhag (et al.). Journal of Childhood, Education & Society 4 (2), 176-192

  Artikel

  Many young students with Swedish as their second language need support to acquire reading ability. There is a need for evidence-based reading instruction in early reading education for students with Swedish as their first or second language. Therefore, the current study investigated whether early reading education based on a Response to Intervention (RTI) model with a focus on decoding skills can promote reading ability among young students with Swedish as their first or second language. In Grades 1 and 2, 113 students with Swedish as a first and Swedish as a second language were followed. Applying the RTI model, teachers used evidence-based reading instruction in the whole class. Besides, additional instructions were provided in small groups and individually for students with weak decoding. Results of the study showed that the additional instruction provided within the RTI model had the potential to promote decoding, but to a different extent among students with Swedish as their second language. The importance of differentiated instruction, early monitoring and support, a bilingual approach in reading education for second language students, and collaboration between teachers are discussed.

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• Reading interventions among patients at a forensic clinic: a one-year follow-up

  2023. Idor Svensson (et al.). Journal of Forensic Psychology Research and Practice 23 (5), 489-502

  Artikel

  Several previous studies have shown an overrepresentation of reading and writing difficulties among patients in psychiatric clinics. However, few studies have conducted reading interventions aimed at improving patients’ reading ability. The present study aimed to investigate the sustainability of a previously implemented reading intervention one year after completion. Furthermore, the purpose was to examine how patients perceived a reading intervention and how they experienced their previous schooling. Participants comprised 20 patients who had previously undergone 13 sessions of reading interventions. The results showed that the patients had maintained the same reading level they had immediately after the interventions ended. Most participants had experienced troublesome schooling. However, they perceived reading interventions as a rewarding and meaningful activity at the institutions. The results are discussed concerning social, pedagogical, and psychological aspects. 

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• A scoping review on the psychometric properties of the teacher efficacy for inclusive practices (TEIP) scale

  2023. Heidi Selenius, Hanna Ginner Hau. Scandinavian Journal of Educational Research, 1-11

  Artikel

  Teachers’ self-efficacy for inclusion is emphasized as necessary for enabling inclusive education. One instrument developed for measuring teacher self-efficacy for inclusion is the Teacher Efficacy for Inclusion Practice-scale (TEIP) (Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21). The present study aimed to identify and summarize the empirical literature on structural validation and reliability of the TEIP scale. A scoping review of 15 peer-review articles was conducted. The three subscales found in the original TEIP scale were confirmed. However, there is support for two subscales. The TEIP is also reported to be a construct without multidimensional constructs of teacher-self efficacy. Although the items worked differently in different samples, the internal consistency was generally sufficient or good. Our findings indicate that the TEIP is not yet a scale fit for comparisons between populations and contexts, reflecting the multifaceted nature of the concept of both inclusion and teacher self-efficacy.

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• Teachers’ experiences of promoting young students’ language development in inclusive settings

  2023. Heidi Selenius, Linda Fälth. Journal of Childhood, Education & Society 4 (1), 1-15

  Artikel

  Early education is essential in promoting language development for all young students. Teachers will meet 6-year-olds with various language skills in the preschool class in Sweden. They are expected to engage and involve all students in language education to promote each student’s language development. The study aimed to explore teachers’ experiences promoting language development among young students in inclusive settings. Semi-structured interviews were conducted with 17 teachers working with young students in the preschool class. All interviews were transcribed and analyzed with thematic analysis. Three themes were identified, representing the teachers’ knowledge of language development, the pedagogical approach to promoting language development, and students with special needs in oral and written language. The results are related to Shulman's (1986, 1987) framework on teachers’ competence in integrating content and pedagogical knowledge for successful teaching. Teachers in preschool classes might need education and in-service training to master young students' diverse language abilities and needs.

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• Decoding intervention for young students with mild intellectual disabilities: A single-subject design study

  2023. Linda Fälth (et al.). Journal of Intellectual Disabilities

  Artikel

  Students with intellectual disabilities need more time and explicit instruction to develop word decoding. Most previous research on interventions among these students is performed in English. Therefore, the current study examined the impact of a word-decoding intervention in Swedish on individual students with intellectual disabilities. A single-subject-design study was conducted with five students with mild intellectual disability in the fourth grade. They needed to enhance decoding, and Swedish was their first language. Their word and non-word decoding was measured during the baseline and intervention phases. The intervention with the Wolff Intensive Program was delivered by special education teachers supporting phonemic decoding and reading fluency training during 25 sessions. All five students developed their decoding as they decoded more words in a given time (NAP=0.84-1.00) and decreased their decoding errors in both word and nonword decoding (NAP=0.72-1.00). The results are promising but need to be confirmed in additional studies.

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• Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden

  2023. Camilla Nilvius (et al.). Scandinavian Journal of Educational Research, 1-18

  Artikel

  Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n  = 759), significantly fewer students in the RtI group (n  = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas.

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• Promoting basic arithmetic competence in early school years–using a response to intervention model

  2023. Helena Roos (et al.). Journal of Research in Special Educational Needs 23 (4), 313-322

  Artikel

  This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.  

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• Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

  2023. Hanna Ginner Hau, Heidi Selenius, Eva Bjorck. Frontiers in Education 8

  Artikel

  Introduction: In order to provide opportunities for high-quality early childhood education and care for each child, inclusive settings need to develop and sustain their potential to enable participation in terms of attendance and involvement for diverse groups of children. In 2015–2017, the European Agency for Special Needs and Inclusive Education completed a project on inclusive early childhood education, focusing on structures, processes, and outcomes that ensure a systemic approach to high-quality inclusive early childhood education. Within the project, a self-reflection tool for improving inclusion, the Inclusive Early Childhood Education Environment Self-Reflection Tool (ISRT), was developed. For purposes of future implementation of the ISRT, the present study focused on the teachers' perspective regarding the ISRT's potential to contribute to enabling all children's participation, defined as attending and being actively engaged in the activities in early childhood education and care. The specific aim was to explore Swedish preschool teachers' perceptions of the ISRT based on their experiences of applying the tool.

  Methods: Twelve preschool teachers participated in semi-structured interviews about their experiences of applying the tool. The interviews were analyzed with a thematic analysis.

  Results: The thematic analysis resulted in three main themes concerning the teachers' perception of (1) the construction of the ISRT, (2) the time required for using the tool, and (3) the tool's immediate relevance for practice. Each of these themes contained both negative and positive perceptions of the tool.

  Discussion: Based on the negative and positive perceptions identified in the three main themes, future research and development of the ISRT in Swedish preschools are discussed. On a general level, the results are discussed in relation to the implementation of the ISRT in terms of acceptability, appropriateness, and feasibility.

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