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Yngve, M., Lidström, H., Hemmingsson, H. & Ekbladh, E. (2023). Establishment in productive occupations and perceived work ability among former students with special educational needs one year after upper secondary education. Work: A journal of Prevention, Assessment and rehabilitation, 75(1), 85-95
Open this publication in new window or tab >>Establishment in productive occupations and perceived work ability among former students with special educational needs one year after upper secondary education
2023 (English)In: Work: A journal of Prevention, Assessment and rehabilitation, ISSN 1051-9815, E-ISSN 1875-9270, Vol. 75, no 1, p. 85-95Article in journal (Refereed) Published
Abstract [en]

BACKGROUND:

Establishment in productive occupations i.e. work and further studies, is challenging for students who experience special educational needs (SEN).

OBJECTIVE:

The study aim was to investigate productive occupations and perceived work ability one year after upper secondary education among former students with SEN who had received a student-centred information and communication technology (ICT) intervention.

METHODS:

Questionnaire data on productive occupations (n = 81) were complemented with the semi-structured Worker Role Interview (WRI) concerning perceived work ability (n = 20), in an embedded mixed methods design. Group comparisons between participants who were and were not established in productive occupations were performed. Written notes from the WRI were analysed with a deductive content analysis.

RESULTS:

Findings demonstrated that almost two-thirds (63% n = 51) of the former students with SEN were established in productive occupations. The established group had to a higher extent obtained pass grades and had to a lesser extent received time-assisting ICT. Managing daily routines in combination with a productive role in a satisfactory manner was perceived as most challenging for the participants in relation to their work ability.

CONCLUSION:

The results indicate that students with SEN need person-centred support to handle difficulties both in and outside upper secondary school to promote the transition from school to establishment in productive occupations.

Place, publisher, year, edition, pages
IOS Press, 2023
Keywords
Job satisfaction; participation; unemployment; young adults
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-190857 (URN)10.3233/wor-220057 (DOI)000989666900009 ()36591681 (PubMedID)
Note

Funding: Faculty of Medicine and Health Sciences at Linkoping University, Sweden; Folke Bernadotte Stiftelsen

Available from: 2023-01-03 Created: 2023-01-03 Last updated: 2023-06-22Bibliographically approved
Yngve, M., Ekbladh, E., Lidström, H. & Hemmingsson, H. (2023). Information and communication technology to improve school participation among upper secondary school students with special educational needs. Scandinavian Journal of Occupational Therapy, 30(3), 311-321
Open this publication in new window or tab >>Information and communication technology to improve school participation among upper secondary school students with special educational needs
2023 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 30, no 3, p. 311-321Article in journal (Refereed) Published
Abstract [en]

Background Evidence-based information and communication technology (ICT) interventions to enhance school participation among students with special educational needs (SEN) are required. Aim To evaluate the impact of an ICT intervention on school participation among upper secondary school students with special educational needs. Materials and methods Data on 300 students assessments with the School Setting Interview (SSI), grades and school attendance were used in this quasi-experimental study, with a one-group pretest-posttest design. Descriptive and inferential statistics and effect size were used, as well as Rasch analysis to generate interval data on the students ordinal SSI ratings. Results In the ICT intervention (median time eight hours), 54% of the students received a tablet, and software concerned with planning and structure was received by 85%. After the ICT intervention, a significant decrease in perceived need for adjustments in school activities was found on a group level and 30% of the students improved their school attendance. Students who benefitted the most from the ICT intervention had few adjustment needs in school activities and no special educational support at baseline. Conclusion An ICT intervention is promising for improving school participation among upper secondary school students with SEN.

Place, publisher, year, edition, pages
Taylor & Francis Ltd, 2023
Keywords
Accommodations; adjustment; assistive technology; school activity; student-centred intervention
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-181191 (URN)10.1080/11038128.2021.1998610 (DOI)000716338300001 ()34751605 (PubMedID)2-s2.0-85118643170 (Scopus ID)
Note

Funding Agencies|Faculty of Medicine and Health Sciences at Linkoping University, Sweden

Available from: 2021-11-22 Created: 2021-11-22 Last updated: 2023-11-16Bibliographically approved
Meuser, S., Borgestig, M., Lidström, H., Hennissen, P., Dolmans, D. & Piskur, B. (2022). Experiences of Dutch and Swedish Occupational Therapists and Teachers of Their Context-Based Collaboration in Elementary Education. JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION
Open this publication in new window or tab >>Experiences of Dutch and Swedish Occupational Therapists and Teachers of Their Context-Based Collaboration in Elementary Education
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2022 (English)In: JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION, ISSN 1941-1243Article in journal (Refereed) Epub ahead of print
Abstract [en]

Context-based collaboration between teachers and occupational therapists has shown promise as a strategy to enhance teachers capacity to enable the participation of children in elementary schools. In this study, we applied the Canadian Partnering for Change (P4C) model as a collaborative, coaching- and context-based approach in the Netherlands and Sweden. The aim was to gain insight into teachers and occupational therapists experiences of their collaboration applying P4C within their specific European elementary school context. To this end, we held semi-structured interviews with 4 teachers and 4 occupational therapists and performed a conventional, inductive content analysis of the ensuing interview transcripts. We found that participants collaboration in the classroom context was a continuous, multi-stage process that we defined as a unique mastery journey toward collaborative learning and trustful partnership. Participants indicated that they needed time to become familiar with the new collaboration, how they learned from each other, and that they enhanced childrens inclusion by applying strategies collaboratively. The results carry implications for the embedment of collaboration in schools and offer relevant strategies that serve the inclusion of all children. We propose that future studies evaluate the effects of P4C and seek to obtain a holistic picture of collaboratively applied actions.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022
Keywords
Context-based Collaboration; Elementary Education; Participation; Occupational Therapist; Teacher; Partnering for Change Model
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-190637 (URN)10.1080/19411243.2022.2143465 (DOI)000888947100001 ()
Available from: 2022-12-20 Created: 2022-12-20 Last updated: 2023-05-05
Lidström, H., Hemmingsson, H. & Ekbladh, E. (2020). Individual Adjustment Needs for Students in Regular Upper Secondary School. Scandinavian Journal of Educational Research, 64(4), 589-600
Open this publication in new window or tab >>Individual Adjustment Needs for Students in Regular Upper Secondary School
2020 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 64, no 4, p. 589-600Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate student-environment fit and perceived need of adjustments for students in the regular upper secondary school, with and without a diagnosis. The students (n = 419) were interviewed with the assessment School Setting Interview. The results showed that for seven of the 16 items, 60% or more of the students experienced that the demands of the school environment were not consistent with their abilities. Girls had a greater need of adjustments in eight of nine SSI school activities. The findings put an emphasis on the importance of recognizing the students individuals need of adjustments, and on offering flexible support in order to enhance the student-environment-fit and well-being of students in need of special educational support.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020
Keywords
Disability; school Setting interview; special educational needs; support
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-157253 (URN)10.1080/00313831.2019.1595714 (DOI)000464593900001 ()
Available from: 2019-06-04 Created: 2019-06-04 Last updated: 2021-12-28
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: 2021-12-28Bibliographically 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)9789144092485 (ISBN)
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2020-11-19Bibliographically 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)9789144092485 (ISBN)
Note

1. uppl.

Available from: 2016-03-23 Created: 2016-03-23 Last updated: 2020-11-19Bibliographically 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)9789144092485 (ISBN)
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2020-11-19Bibliographically 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)9789144092485 (ISBN)
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2020-11-19Bibliographically 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
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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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1545-3876

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