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Temporal aspects of teaching and learning - implications for pupils wiyh physical disabilities
Karolinska institutet, Stockholm.
Karolinska institutet, Stockholm.
Stockholm's university.
1999 (English)In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 2, no 2, 26-43 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to describe and try to understand how temporal structures in school setting influence the performance of daily school tasks for pupils with physical disabilities. Seven pupils between 7 and 15 years of age were included. Data were collected through field observations and semi‐structured interviews with pupils and each pupil's teacher. The findings show that pupils with disabilities often did not have the time to perform regular daily school activities such as reading and writing. The pupils’ time problems were to a large extent influenced by the teaching styles. Four teaching styles were identified. The number of pupils in the class seemed to influence the teacher's choice of teaching style. Variation in teaching styles also could be understood in relation to how teachers handled an educational dilemma that was discovered. Implications of the study on teaching and learning in relation to pupils with physical disabilities are discussed.

Place, publisher, year, edition, pages
1999. Vol. 2, no 2, 26-43 p.
National Category
Medical and Health Sciences
URN: urn:nbn:se:liu:diva-71461DOI: 10.1080/15017419909510742OAI: diva2:449124
Available from: 2011-10-19 Created: 2011-10-19 Last updated: 2011-11-15

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Hemmingsson, Helena
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