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Yngve, M., Lidström, H., Ekbladh, E. & Hemmingsson, H. (2019). Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school?: A cross-sectional study among students with special educational needs. European Journal of Special Needs Education, 34(3), 327-341
Open this publication in new window or tab >>Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school?: A cross-sectional study among students with special educational needs
2019 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 34, no 3, p. 327-341Article in journal (Refereed) Published
Abstract [en]

The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’ perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students’ mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’ needs for support in school activities.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Student-environment fit, arbetsterapi, delaktighet, stöd i skolan, neuropsykiatrisk funktionsnedsättning, dyslexi
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-150424 (URN)10.1080/08856257.2018.1501966 (DOI)000469004000006 ()
Note

Funding agencies:  Swedish Institute of Assistive Technology (SIAT); Jerringfonden (the Jerring Foundation); Stiftelsen Kempe-Carlgrenska Fonden

Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2019-07-01Bibliographically approved
Winberg, A. & Lidström, H. (2016). Anpassning och hjälpmedel för delaktighet (1ed.). In: Ann-Christin Eliasson, Helene Lidström, Marie Peny-Dahlstrand (Ed.), Arbetsterapi för barn och ungdom: (pp. 203-212). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Anpassning och hjälpmedel för delaktighet
2016 (Swedish)In: Arbetsterapi för barn och ungdom / [ed] Ann-Christin Eliasson, Helene Lidström, Marie Peny-Dahlstrand, Lund: Studentlitteratur AB, 2016, 1, p. 203-212Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016 Edition: 1
Keywords
Barn med funktionsnedsättning
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-126484 (URN)978-91-4409-248-5 (ISBN)
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2016-04-12Bibliographically approved
Eliasson, A.-C., Lidström, H. & Peny-Dahlstrand, M. (Eds.). (2016). Arbetsterapi för barn och ungdom (1ed.). Lund: Studentlitteratur
Open this publication in new window or tab >>Arbetsterapi för barn och ungdom
2016 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

I Arbetsterapi för barn och ungdom har 28 ledande experter inom arbetsterapi bidragit med gedigen kunskap och klinisk erfarenhet av barn och ungdom med funktionsnedsättningar.

I boken finns ett tydligt fokus på aktiviteter i barnens vardag men även i förhållande till hälsa, samhälle och transition från barn till vuxenlivet. Arbetsterapi för barn och ungdom tar även upp aktiviteter kring lek, skola och fritid samt hur barn lär sig nya aktiviteter, och hur de kan träna och kompensera för nedsatt funktion. Kommunikation, kognitivt stöd och förmågan att använda sina händer behandlas också. 


Boken representerar forskningsläget för svensk arbetsterapi inom området barn och ungdom. Den visar att det finns en bredd i den pågående forskningen men också att det behövs mer kunskap. 

Arbetsterapi för barn och ungdom riktar sig till arbetsterapeuter inom grundutbildning och fortbildning samt till verksamma arbetsterapeuter och andra yrkesgrupper som möter funktionsnedsatta barn och ungdomar.

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2016. p. 340 Edition: 1
Keywords
Arbetsterapi, Barn, Ungdomar
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-126405 (URN)978-91-4409-248-5 (ISBN)
Note

1. uppl.

Available from: 2016-03-23 Created: 2016-03-23 Last updated: 2016-04-07Bibliographically approved
Lidström, H. (2016). Att växa upp i en digital miljö (1ed.). In: Ann-Christin Eliasson, Helene Lidström, Marie Peny-Dahlstrand (Ed.), Arbetsterapi för barn och ungdom: (pp. 85-92). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att växa upp i en digital miljö
2016 (Swedish)In: Arbetsterapi för barn och ungdom / [ed] Ann-Christin Eliasson, Helene Lidström, Marie Peny-Dahlstrand, Lund: Studentlitteratur AB, 2016, 1, p. 85-92Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016 Edition: 1
Keywords
Barn och datorer, Barn och Internet, Sverige
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-126482 (URN)978-91-4409-248-5 (ISBN)
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2016-04-12Bibliographically approved
Peny-Dahlstrand, M., Lidström, H. & Eliasson, A.-C. (2016). Framtidens arbetsterapi (1ed.). In: Ann-Christin Eliasson, Helene Lidström, Marie Peny-Dahlstrand (Ed.), Arbetsterapi för barn och ungdom: (pp. 333-336). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Framtidens arbetsterapi
2016 (Swedish)In: Arbetsterapi för barn och ungdom / [ed] Ann-Christin Eliasson, Helene Lidström, Marie Peny-Dahlstrand, Lund: Studentlitteratur AB, 2016, 1, p. 333-336Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016 Edition: 1
Keywords
Arbetsterapi
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-126486 (URN)978-91-4409-248-5 (ISBN)
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2016-04-12Bibliographically approved
Bratteby Tollerz, L. U., Forslund, A. H., Olsson, R. M., Lidström, H. & Holmback, U. (2015). Children with cerebral palsy do not achieve healthy physical activity levels. Acta Paediatrica, 104(11), 1125-1129
Open this publication in new window or tab >>Children with cerebral palsy do not achieve healthy physical activity levels
Show others...
2015 (English)In: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 104, no 11, p. 1125-1129Article in journal (Refereed) Published
Abstract [en]

AimThis study compared daily activity energy expenditure (AEE) in children with cerebral palsy with a control group and investigated whether the children achieved healthy levels of physical activity. MethodsWe enrolled eight children with bilateral cerebral palsy, from eight to 10years of age, and a group of controls matched for age and gender. For three days, physical activity was simultaneously measured by accelerometers and self-reports using a diary. The daily AEE results were compared between groups and methods. The number of children that achieved healthy physical activity levels in each group was explored. ResultsChildren with cerebral palsy had significantly lower daily AEE, as measured by accelerometers, than the controls, and they did not achieve the healthy moderate to heavy physical activity level defined in the Nordic Nutrition Recommendations. Self-reports using the diaries resulted in an overestimation of physical activity compared with the ankle accelerometer measurements in both groups. ConclusionOur investigation of physical activity in children with cerebral palsy and controls using accelerometers and a diary found low levels of daily AEE and physical activity, and these results were most prominent in the group with cerebral palsy. The diaries overestimated physical activity in both groups.

Place, publisher, year, edition, pages
WILEY-BLACKWELL, 2015
Keywords
Accelerometer; Activity energy expenditure; Cerebral palsy; Children; Physical activity level
National Category
Sociology
Identifiers
urn:nbn:se:liu:diva-122783 (URN)10.1111/apa.13141 (DOI)000363866200026 ()26215755 (PubMedID)
Note

Funding Agencies|Norrbacka Eugenia Foundation; Royal Court Wedding Foundation

Available from: 2015-11-23 Created: 2015-11-23 Last updated: 2017-12-01
Hemmingsson, H., Bolic Baric, V. & Lidström, H. (2015). E-inclusion: Digital equality – young people with disabilities (217ed.). In: Cecilia Sik-Lányi, Evert-Jan Hoogerwerf, Klaus Miesenberger, Peter Cudd (Ed.), Studies in Health Technology and Informatics: . Paper presented at 13th AAATE conference, 9th-12th September 2015, Budapest, Hungary (pp. 685-688). IOS Press, 217
Open this publication in new window or tab >>E-inclusion: Digital equality – young people with disabilities
2015 (English)In: Studies in Health Technology and Informatics / [ed] Cecilia Sik-Lányi, Evert-Jan Hoogerwerf, Klaus Miesenberger, Peter Cudd, IOS Press, 2015, 217, Vol. 217, p. 685 - 688p. 685-688Conference paper, Published paper (Refereed)
Abstract [en]

The United Nations' position is that digital access is a matter involving equality between groups of people, the securing of democratic rights, and equal opportunities for all citizens. This study investigates digital equality in school and leisure between young people with and without disabilities. A cross-sectional design with group comparisons was applied. Participants were young people (10–18 years of age) with disabilities (n=389) and a reference group in about the same ages. Data were collected by a survey focusing on access to and engagement in ICT activities in school and during leisure time. The results demonstrated young people with disabilities had restricted participation in computer use in educational activities, in comparison to young people in general. During leisure time young people with disabilities had a leading position compared to the reference group with respect to internet use in a variety of activities. Beneficial environmental conditions at home (and the reverse in schools) are discussed as parts of the explanation for the differing engagement levels at home and in school, and among young people with disabilities and young people in general.

Conclusion: Schools need to prioritise use of ICT by young people with disabilities.

Place, publisher, year, edition, pages
IOS Press, 2015. p. 685 - 688 Edition: 217
Series
Studies in Health Technology and Informatics, ISSN 0926-9630, E-ISSN 1879-8365 ; 217
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-120907 (URN)10.3233/978-1-61499-566-1-685 (DOI)978-1-61499-565-4 (ISBN)978-1-61499-566-1 (ISBN)
Conference
13th AAATE conference, 9th-12th September 2015, Budapest, Hungary
Available from: 2015-08-28 Created: 2015-08-28 Last updated: 2018-02-09
Lidström, H., Lindskog-Wallander, M. & Arnemo, E. (2015). Using a Participatory Action Research Design to Develop an Application Together with Young Adults with Spina Bifida. Studies in Health Technology and Informatics, 217, 189-194
Open this publication in new window or tab >>Using a Participatory Action Research Design to Develop an Application Together with Young Adults with Spina Bifida
2015 (English)In: Studies in Health Technology and Informatics, ISSN 0926-9630, E-ISSN 1879-8365, Vol. 217, p. 189-194Article in journal (Refereed) Published
Abstract [en]

INTRODUCTION: Young adults with spina bifida often have cognitive difficulties. As a result, young adults with disabilities are facing challenges with respect to housing, education, relationships and vocation which increases risk of unemployment.

AIM: The aim is to describe a method to develop a smartphone application together with young adults with spina bifida as an assistive technology for cognition.

METHOD: In a Participatory Action Research approach, young adults (n = 5) with spina bifida were individually interviewed with Canadian Occupational Performance Measure (COPM). The participants' restrictions in everyday life activities, identified by COPM, were discussed in a focus group formed by the young adults and the result was analyzed using qualitative content analysis. Developing the application the principles of Human-Centered-Design and Universal Design was followed.

RESULT: An application made for iOS with a focus on usability and worthiness, done by creating a clear and intuitive interface, with a calendar function useful for example to initiate and plan social activities was developed.

CONCLUSION: The method seems useful when the outcome from the project, a beta version of an application for iOS Smartphone, was achieved in agreement with the participants. The study highlight the importance of involving individuals with disabilities when developing smartphone applications.

Keywords
Assistive technology for cognition, COPM, spina bifida
National Category
Occupational Therapy Human Computer Interaction Interaction Technologies
Identifiers
urn:nbn:se:liu:diva-122997 (URN)26294472 (PubMedID)
Available from: 2015-12-01 Created: 2015-12-01 Last updated: 2018-01-10
Hemmingsson, H., Egilson, S., Lidström, H. & Kielhofner, G. (2014). Bedömning av anpassningar i skolmiljön : BAS, version 3.1. Stockholm: Förbundet Sveriges Arbetsterapeuter (FSA)
Open this publication in new window or tab >>Bedömning av anpassningar i skolmiljön : BAS, version 3.1
2014 (Swedish)Book (Other academic)
Abstract [sv]

Bedömning av anpassningar i skolmiljön (BAS) är ett bedömningsinstrument som utvecklats i Sverige för att användas inom skola. Det är avsett för barn från ungefär 7 år och äldre. Användare av instrumentet är arbetsterapeuter, speciallärare, specialpedagoger och andra professioner som fokuserar på elevens aktivitet och delaktighet i skolan.Instrumentet fokuserar på hur faktorer i omgivningen inverkar på elevens aktivitet och delaktighet i skolan. Instrumentet innehåller 16 frågeområden om vardagliga aktiviteter i skolan, där varje frågeområde bedöms utifrån en fyrgradig skala.

De 16 frågeområdena är: 1. Skriva2. Läsa3. Tala4. Komma ihåg saker5. Räkna6. Göra läxor7. Göra prov8. Delta i sportaktiviteter9. Delta i praktiska/estetiska ämnen10. Delta i klassrummet11. Umgås/leka på rasten12. Delta i praktiska rastaktiviteter13. Åka på studiebesök14. Få assistans15. Ha tillgång till skolans lokaler16. Samarbeta med skolans personal

Följande frågor ställs för varje frågeområde:

  • Hur ofta gör du/fungerar det när du ska ...........?
  • Har du några anpassningar? Vilka?
  • Är du nöjd med hur det fungerar nu?
  • Om inte, vad skulle kunna underlätta för dig?Efter diskussion med eleven avslutas varje frågeområde med skattning huruvida eleven
  • behöver nya anpassningar,
  • har vissa anpassningar men behöver kompletterande anpassningar,
  • har tillfredställande anpassningar, eller• inte behöver några anpassningar.

Denna nya version av BAS har uppdaterats i de teoretiska avsnitten och kompletteras med en mappning av frågeområdena till ICF. Instrumentet innehåller nu även exempel på barn och ungdomar med neuropsykiatriska funktionsnedsättningar (såsom ADHD och Aspergers syndrom) och sociala begränsningar. Instrumentet har dessutom en ny grafisk form och är mer användarvänlig.

Place, publisher, year, edition, pages
Stockholm: Förbundet Sveriges Arbetsterapeuter (FSA), 2014. p. 10
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-125901 (URN)978-91-8621-083-0 (ISBN)
Available from: 2016-03-07 Created: 2016-03-07 Last updated: 2016-03-18Bibliographically approved
Lidström, H. & Hemmingsson, H. (2014). Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: a literature review. Scandinavian Journal of Occupational Therapy, 21(4), 251-266
Open this publication in new window or tab >>Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: a literature review
2014 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 21, no 4, p. 251-266Article, review/survey (Refereed) Published
Abstract [en]

OBJECTIVE:

Information and communication technology (ICT) has the potential to enhance participation in educational activities for students with physical disabilities. Even though incorporating ICTs into teaching and learning in education has become an important issue, it is unclear what evidence research has provided. The aim of this study was to investigate types of ICT items and how ICT is being used by students with physical disabilities, and describe the benefits of ICT use in school activities.

METHODS:

A systematic literature search, covering the period 2000-May 2012, was performed in the databases AMED, CINAHL, Eric, OTseeker, Psych Info, PubMed, and Scopus. Data analysis entailed extracting, editing, grouping, and abstracting findings.

RESULTS:

A total of 32 articles were included, 16 of which were intervention studies. More than half of the studies concerned students with motor impairments. Type of ICT used differed among impairment groups, and ICT seemed to be especially beneficial for writing, spelling, and communication.

CONCLUSIONS:

Even though the review found heterogeneity across the studies students seemed to benefit from ICT use regardless of the type. For future research it is important to highlight intervention studies, especially for students with visual, hearing, and communication impairments.

Place, publisher, year, edition, pages
Informa Healthcare, 2014
Keywords
assistive technology, children, disability, participation
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-107351 (URN)10.3109/11038128.2014.880940 (DOI)000338115100002 ()24506197 (PubMedID)
Available from: 2014-06-11 Created: 2014-06-11 Last updated: 2017-12-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1545-3876

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