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  • 1.
    Ehliasson, Kent
    et al.
    Kristianstad University, School of Health and Society.
    Ericsson, Ulf
    Kristianstad University, School of Health and Society, Avdelningen för Ekonomi och arbetsliv. Kristianstad University, Forskningsmiljön Människa - Hälsa - Samhälle (MHS). Kristianstad University, Research Platform for Collaboration for Health.
    Bengtsson Tops, Anita
    Kristianstad University, School of Health and Society, Avdelningen för Sjuksköterskeutbildningarna. Kristianstad University, Research Platform for Collaboration for Health.
    Support to individuals with comprehensive disabilities: ideas in the Swedish Disability Act2016In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 18, no 3, p. 234-244Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to determine and describe the ideas, that is, a mental construction of perceived reality and values, which are expressed in the Swedish Disability Act and its Government Bill. By means of text analysis, four concepts of reality and values have been identified: (1) Citizenship and justice, (2) The collective and integration, (3) The individual and autonomy, and (4) Decentralization and power shifts. The study also shows that social rights and social citizenship have been strengthened via legislation for individuals with comprehensive disabilities. It is also demonstrated that there is considerable room in the legislation for conflicts between the two concepts and values of collective/integration and the individual/autonomy. It can also be observed that there is a considerable risk that citizens are not treated in a similar manner as regards the interpretation and application of the Disability Act, which may lead to lack of legal security.

  • 2.
    Holmqvist, Mona
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Structured flexibility: six case studies of how children with diagnosed autism develop independency in daily living activities2009In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 11, no 3, p. 175-193Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to describe in what ways variation can be used in learning situations for pupils with autism to evoke deep understanding of activities in natural settings. The combination of variation and structure was designed to make each pupil discern new aspects of their learning objects. The analysis of the six participants' learning was based on the variation theory, and focused on how variation in the learning situation had affected the learning outcome. All six children who participated deepened their understanding of their learning objects, demonstrated by observable differences in performance of activities in which the targeted ability was included. The results are stable over time, showing the increased abilities in new situations during a six-month period. The study shows the importance of making the pupils focus on the connections between different aspects, rather than single aspects one at a time, to evoke deep understanding.

  • 3.
    Hubel, Marie
    et al.
    Department of Health Sciences, Faculty of Medicine , Lund University.
    Hagell, Peter
    Department of Health Sciences, Faculty of Medicine , Lund University.
    Sivberg, Bengt
    Department of Health Sciences, Faculty of Medicine , Lund University.
    Psychometric properties of the questionnaire version (ERS-Q) of the Environmental Rating Scale (ERS) for assessment of residential programmes for individuals with autism2010In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 12, no 4, p. 245-256Article in journal (Refereed)
    Abstract [en]

    The Environmental Rating Scale (ERS) is the only autism spectrum disorders (ASD) specific tool for assessment of residential services and treatment models. However, one limitation with the ERS is its dependence on expert observations and interviews, particularly in larger scale studies. The ERS has therefore been adapted into a staff self-report questionnaire (ERS-Q). Here the measurement properties of the ERS-Q were examined according to traditional test theory criteria. Data provided support for summation of raw item scores into total and subscale ERS-Q scores and item-total correlations indicated that items within scales tap a common construct, suggesting that the ERS-Q is useful in survey as well as interventional studies. As such the ERS-Q appears a valuable addition to the current ASD research toolbox. The Environmental Rating Scale (ERS) is the only autism spectrum disorders (ASD) specific tool for assessment of residential services and treatment models. However, one limitation with the ERS is its dependence on expert observations and interviews, particularly in larger scale studies. The ERS has therefore been adapted into a staff self-report questionnaire (ERS-Q). Here the measurement properties of the ERS-Q were examined according to traditional test theory criteria. Data provided support for summation of raw item scores into total and subscale ERS-Q scores and item-total correlations indicated that items within scales tap a common construct, suggesting that the ERS-Q is useful in survey as well as interventional studies. As such the ERS-Q appears a valuable addition to the current ASD research toolbox.

  • 4.
    Huus, Karina
    et al.
    Jönköping University.
    Olsson, Lena, M
    Jönköping University.
    Elgmark Andersson, Elisabeth
    Jönköping University.
    Granlund, Mats
    Jönköping University.
    Augustine, Lilly
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Kristianstad University, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO).
    Perceived needs among parents of children with a mild intellectual disability in Sweden2017In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 19, no 4, p. 307-317Article in journal (Refereed)
    Abstract [en]

    Parents of children with a mild intellectual disability experience more distress and require more support than other parents. The aim was to investigate the perceived family needs of parents of children with an MID and to investigate the relationship between parents’ perceived self-efficacy in their parental role and in collaborating with professionals as well as with their perceived needs for support. Interviews were based on questionnaires to the parents of 38 children. The results revealed that parents perceived need for information, respite, and venues in which to meet other parents in similar situations. The informational needs were related to parental self-efficacy and obtaining support. A lower need for information was related to higher perceived control over services. In conclusion, it appears that professionals need to work to strengthen parents’ ability to ask for support and to express the needs. Well-informed parents will develop stronger parental self-efficacy and perceived control over services.

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