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Heidi SeleniusDocent

Om mig

Heidi Selenius är utbildad speciallärare vid Åbo Akademi. Hon är doktor i psykologi och lektor i specialpedagogik. Hon bedriver främst forskning om läs- och skrivsvårigheter samt psykisk ohälsa.

Undervisning

Heidi har främst undervisat i specialpedagogik på lärarprogrammen. För närvarande är hon kursansvarig för Självständigt arbete för masterexamen i specialpedagogik.

Forskningsprojekt

Publikationer

I urval från Stockholms universitets publikationsdatabas

  • Primary school teachers’ use and perception of digital technology in early reading and writing education in inclusive settings

    2022. Linda Fälth, Heidi Selenius. Disability and Rehabilitation: Assistive Technology

    Artikel

    Purpose: The present study aimed to investigate teachers’ use and perceptions of digital technology to promote learning and participation for all young students in early reading and writing education in inclusive primary schools.

    Methods: Primary school teachers [N = 289] in Sweden were asked to complete a survey about digital technology in reading and writing education. The data were analysed statistically and with summative content analysis.

    Results: The results showed that 82% of the teachers were interested in teaching young students to read and write using digital technology. More than 50% of the teachers included digital technology to promote students’ learning of phonological awareness, decoding skills, vocabulary, spelling, or text editing every week, and 74% used digital technology to support students with special needs every week. Those who perceived digital technology as a facilitator of all students’ participation in early reading and writing education also reported that they used digital technology to promote different reading and writing skills more frequently. Their perceived knowledge of managing digital technology was also positively related to their perception of digital technology as a facilitator of students’ participation in reading and writing education.

     

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

    2022. Linda Fälth, Heidi Selenius, Helén Egerhag. European Journal of Special Needs Education

    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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  • A preschool for all children? - Swedish preschool teachers' perspective on inclusion

    2022. Hanna Ginnner Hau, Heidi Selenius, Eva Björck Åkesson. International Journal of Inclusive Education 26 (10), 973-991

    Artikel

    Building on the Salamanca Statement from 1994, the United Nations Sustainability Development Goals 2030 embraces inclusion for children in early childhood education. The European Agency for Special Needs and Inclusive Education in 2015-2017 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 (IECE). An ecosystem model of IECE was developed with a self-reflection tool for improving inclusion. This study's aim was to investigate practitioners' perspective on the inclusive processes and supportive structures defined in the ecosystem model, to contribute to a deeper understanding of how inclusive practice might be enabled and how barriers for inclusion can be removed. The self-reflection tool was administered in a heterogeneous municipality in Sweden, where inclusive settings are standard. Documentation from approximately 70 teachers on 27 teams was received. The documentation was analysed with qualitative content analysis based on the ecosystem model. The results showed a strong emphasis on group-related processes, whereas data on individual-related processes were scarce. This one-sided focus on the group level might endanger the inclusive processes and outcomes concerning the individual child.

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  • Educational Needs among Women Admitted to High Secure Forensic Psychiatric Care

    2022. Heidi Selenius (et al.). Journal of forensic psychology research and practice 22 (3), 269-284

    Artikel

    Forensic psychiatric patients' low educational attainment is a strong predictor for recidivism. However, there is a lack of studies on the educational background among women admitted to forensic psychiatric care. The study aimed to investigate the educational background among women within a high secure forensic psychiatric setting. A mixed-method design was applied. Data were collected from registers, including medical records, forensic psychiatric investigations, and verdicts (n = 93), and by conducting interviews (n = 61) with women admitted to forensic psychiatric care in Sweden. The women's education length varied between 5 and 18 years. According to interviews and registers, more than 70% of the women were found to have some school-related problems. In the interviews, some women associated school with conflicts, loneliness, and learning difficulties. Others explained how their disadvantageous home environment and many school changes affected their learning and problems developing and maintaining social relationships. Women with a neurodevelopmental disorder were to a higher degree documented with school-related problems than women without such disorders (97% vs. 63%). The educational attainment varied among the women, and consequently, their educational needs were heterogeneous. Therefore, they should be offered tailored education and vocational support to have an increased prerequisite for adjusting to and participating in society.

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

    2022. Idor Svensson (et al.). Journal of Forensic Psychology: Research and Practice, 1-14

    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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  • Repeated and systematic intimate partner violence in rural areas in Sweden

    2021. Susanne J. M. Strand (et al.). International Criminology 1 (3), 220-233

    Artikel

    Violence against women lacks geographical boundaries, although research demonstrates higher rates of such violence in rural areas compared to urban areas. The repeated and systematic intimate partner violence (IPV) is especially problematic in isolated areas. This study aims to investigate how repeated and systematic IPV, was handled by the criminal justice system in rural areas in Sweden and how risk and victim vulnerability factors were related to recidivism in this longitudinal prospective study. The sample consisted of alleged perpetrators of repeated and systematic IPV who had been either reported, charged, or convicted of repeated and systematic IPV defined according to the Swedish Law Gross Violation of a Woman’s Integrity targeting such violence, in two rural Swedish police districts during 2011–2014 (N=258). Results demonstrated that 30% of IPV perpetrators were charged with the Gross violation offense and 5% were charged for other IPV-related offenses. The conviction for the Gross violation offense was 11% and 24% for other IPV-related offenses. 56% were not charged or convicted of any IPV-related offenses. Perpetrators convicted of the Gross Violation offense were more likely to receive longer prison sentences than perpetrators convicted of other IPV-related offenses. Victim cooperation in the police investigation increased the likelihood for prosecution with 7.3 times and for a conviction with 6.1 times. In terms of recidivism 24% engaged in IPV towards the same victim and another 27% recidivated into general criminality. Recidivists had higher summary risk ratings and more individual risk factors than non-recidivists, such as general criminality, employment problems and mental health problems, and victim vulnerability factors including personal problems. To reduce re-victimization, risk and vulnerability factors and supporting victims to cooperate in the police investigation should be considered when forming risk management strategies to protect victims of repeated and systematic IPV in such rural areas.

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  • Computerized flash-card method as a reading intervention for incarcerated youth

    2020. Heidi Selenius. Journal of Correctional Education 71 (3), 2-17

    Artikel

    Many juvenile offenders have reading difficulties, but provision of successful reading interventions in youth facilities is lacking. The reading difficulties are often related to the poor schooling backgrounds of the juvenile offender, who consequently has not developed good reading skills. The computerized flash-card method is based on the theory of sight word reading (Ehri, 2005), which means that the reader has access to a form of sight vocabulary in their memory, and reading becomes more effective when words are decoded automatically. The present study aimed to investigate whether a computerized flash-card method could improve the decoding skills of incarcerated youth. Ten participants were recruited from special residential homes for youths in Sweden. They performed decoding tests before and after the reading intervention, and they received individualized decoding tasks. The intervention was implemented for 15 minutes three times a week over eight weeks. The results showed that after the intervention phonological and orthographical decoding skills had significantly improved. Possible explanations for the positive outcome are discussed in relation to feedback, control and direct instruction. Based on these promising results, it is desirable to further investigate the computerized flash-card method with larger samples and case-control designs.

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