Syftet med min avhandling, som genomförs som två studier och tre artiklar, är att undersöka hur förskollärare i inkluderande förskolor använder och förstår en lek- och samspelsintervention för barn i och utan behov av särskilt stöd i social lek. Interventionen omfattar ett observationsinstrument för barns samspel i lek, som kan användas av förskollärare för att planera och analysera stödinsatser. Detta valideras och undersöks som en separat studie i den första artikeln. Den andra och tredje artikeln har fokus på implementeringen av lek- och samspelsinterventionen. Avhandlingen har en mixad metodansats, och tar sin utgångspunkt i forskning som visat att barn med funktionsnedsättning och i andra behov av särskilt stöd kan riskera att bli mindre delaktiga i lek med sina kamrater, utan insatser och förhållningssätt som stödjer samspel mellan barn och social färdighetsutveckling för varje barn.

Huvudhandledare: Universitetslektor Eva Siljehag (Specialpedagogiska inst., Stockholms univ.)
Handledare: Professor Mara Westling Allodi (Specialpedagogiska inst., Stockholms univ.)

 

I urval från Stockholms universitets publikationsdatabas

• Social validity and psychometric properties of Teacher Impression Scale – A pilot study

  2021. Maria Gladh (et al.). European Journal of Special Needs Education

  Artikel

  Teachers of inclusive early childhood education (ECE) are responsible for monitoring children’s social skills achievement, and promoting social play between children with and without special educational needs (SEN). The Teacher Impression Scale (TIS) is an observational assessment developed for this purpose. This study aims to explore the social validity of the Swedish version of TIS, TIS-S, and to evaluate its effectiveness in identifying participants for peer-mediated interventions in Swedish preschools; by also testing the internal consistency, and the construct and criterion-related validity of the scale. The teachers (N = 16) observed children with SEN (n = 16) and without SEN (n = 16) in social play situations with TIS-S and subsequently answered a survey. Data were analysed quantitatively and qualitatively. Results demonstrate that the TIS-S has high internal reliability. The TIS-S also discriminated between the groups of children with and without SEN, which provided evidence of construct and criterion validity. Social validity was verified as the teachers reported that TIS-S was suitable for recognising individual children’s need for support in interactions with peers, planning for adaptations for all children in the social learning environment, and reflecting on the complexity of children’s social behaviour in play.

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• Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools

  2022. Maria Gladh (et al.). Frontiers in Education

  Artikel

  This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two without. At each preschool, one child with special educational needs (SEN) in social play (n = 4) and one or two socially skilled peers (n = 6) participated. The study aimed to explore how the teachers perceived the influence of PT/ST on social engagement and social play skills in the children with SEN, with/without coaching, and if PT/ST supported social play between the children with and without SEN. It also aimed to examine the feasibility of PT/ST and the influence on preschool inclusion quality in the preschools, with/without coaching. Observational assessments and video observations were used. The results indicate that PT/ST was beneficial for the children with SEN to engage in social play with peers and practice social skills, and for the preschool’s inclusion quality regarding involvement in peer interactions and guidance in play, both with/without coaching for the teachers. However, the coaching strengthened the intervention fidelity. Social play occurred between the children with and without SEN in activities where they seemed similarly attracted by the toys and play materials and when they all could engage in the play goals, tasks, and roles. For this, they sometimes needed instructions and encouragement from the teachers.

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• Perceptions of Members in Parents’ Associations for Children with Disabilities of their Children’s Opportunities to Play

  2017. Mara Westling Allodi (et al.). Users' Needs Report on Play for Children with Disabilities, 29-41

  Kapitel

  The Action “LUDI. Play for children with disabilities” developed the survey about the views and needs of users in various contexts in 2016, asking members of Parents’ Associations for Children with Disabilities (PACDs) their opinions and views when it comes to their children’s opportunities to play. The voices of children should be heard through representatives of associations because they have a wide knowledge on many cases and can report the playing conditions in disability, showing the influence that the political and cultural aspects have on this issue. In each country participating in the Action, a member responsible for the data collection on users’ needs was asked to contact parents’ associations of children with disabilities in order to elicit the experiences and views within their organisation, concerning the children’s opportunities to play and to submit their answers in the web-survey.  The answers were reviewed and analysed by members of the Action “LUDI” Working Group 4 and subsequently compiled in the present report.3.1.1. Countries participating in the survey were Austria, Belgium, Bulgaria, Croatia, Cyprus, Denmark, Finland, France, FYR Macedonia, Germany, Greece, Hungary, Israel, Italy, Lithuania, the Netherlands, Poland, Portugal, Romania, Serbia, Spain, Sweden, Switzerland and Turkey (N=24).

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