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  • 1.
    Antelius, Eleonor
    Linköpings universitet, Institutionen för medicin och hälsa, Hälsa och samhälle. Linköpings universitet, Hälsouniversitetet.
    Would you like to use one of these or would you rather be able to talk?: facilitated and/or augmentative communication and the preference for speaking2009Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 11, nr 4, s. 257-274Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines the concepts of identity and personhood in relation to people with severe communicative disabilities. Data gathered at a Swedish day centre for people with acquired brain damage show that three main strategies in communication between able-speaking and impaired-speaking persons can be found; (1) perfunctory, (2) jigsaw puzzle, and (3) conjectural, all three strategies being based on the act of speaking. This article shows why it seems important to talk with one’s own physical voice instead of using augmentative and/or facilitated communication, even when one has a highly impaired speech pattern. I argue that an ideology of spoken language exists within western culture and that such an ideology has practical implications for the (re-)creation of meaning-making strategies in relation to people with severe communicative disorders. Implications for health-care personnel working with communicatively impaired people are also identified, as well as implications for researchers studying this field of interest.

  • 2.
    Bøttcher, L.
    et al.
    Department of Education, Aarhus University, Copenhagen, Denmark.
    Stadskleiv, K.
    Department of Psychology, University of Oslo, Oslo, Norway.
    Berntsen, T.
    Department of Child Neurology, Oslo University Hospital, Oslo, Norway.
    Christensen, K.
    The Danish Society for Cerebral Palsy, Copenhagen, Denmark.
    Korsfelt, Å.
    Länssjukhuset Ryhov, Jönköping, Sweden.
    Kihlgren, M.
    Department of Clinical Sciences, Lund University, Lund, Sweden.
    Ödman, Pia
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för fysioterapi. Linköpings universitet, Medicinska fakulteten.
    Systematic cognitive monitoring of children with cerebral palsy: the development of an assessment and follow-up protocol2016Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 18, nr 4, s. 304-315Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Cerebral palsy (CP) is associated with cognitive impairments, learning difficulties and reduced social participation. Individual assessment is necessary for individually tailored interventions. This paper describes the development of a systematic follow-up programme of cognition, and the challenges of integrating it into the regular follow-up of children with CP. Initiated by the Nordic users‘ organisations, a group of psychologists proposed a protocol of follow-up of cognition in children with CP – the CP Cog. This protocol consists of neuropsychological instruments covering general cognitive functioning, visuospatial and executive functioning. The article presents a natural experiment describing development and implementation of the cognitive protocol in three Scandinavian countries. This introduction illustrates challenges associated with implementation, especially how the success of the protocol hinges on structural backup within the different countries. In conclusion the CP Cog assessment protocol holds the promise of increasing the awareness among habilitation professionals that children with CP are in need of cognitive evaluation and educational support. © 2015 Nordic Network on Disability Research

  • 3. Bülow, Per
    et al.
    Svensson, Tommy
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för sociologi.
    Stability of Diagnoses in a Cohort of Long-Term Mentally Ill Patients in sweden2005Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 7, nr 1, s. 23-40Artikel i tidskrift (Refereegranskat)
  • 4.
    Förhammar, Staffan
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för studier av samhällsutveckling och kultur, Enheten för historia.
    Educating through social policy: Compensation for blindness in Sweden- An example of creating norms and identities2006Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 8, nr 4, s. 211-231Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    As industry grew around 1900, it restricted the opportunities available for employment of the blind trained in crafts. The ensuing public debate led to the 1934 decision to provide state-supported compensation for the blind. The decision reveals that politicians, experts and even the blind themselves viewed this category that was particularly dependent on public support. This article focuses on the underlying norms and identities present in the debate.

  • 5.
    Hemmingsson, Helena
    et al.
    Karolinska institutet, Stockholm.
    Borell, Lena
    Karolinska institutet, Stockholm.
    Gustavsson, Anders
    Stockholm's university.
    Temporal aspects of teaching and learning - implications for pupils wiyh physical disabilities1999Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 2, nr 2, s. 26-43Artikel i tidskrift (Refereegranskat)
    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.

  • 6.
    Hillborg, Helene
    et al.
    The Swedish Institute for Disability Research, Örebro University.
    Svensson, Tommy
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och sociologi. Linköpings universitet, Filosofiska fakulteten.
    Danemark, Berth
    Nordic School of Public Health, Göteborg.
    Expectations, visions and sense of empowerment2010Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 12, nr 2, s. 109-124Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to reveal the meaning some people with psychiatric disabilities assigned to important experiences related to long periods of participation restrictions owing to unemployment and sick leave. The data comprise open-ended interviews with eight informants. A hermeneutic approach together with a comparative analysis was used to analyze the data. The results showed six types of mechanisms important for the outcome of the rehabilitation process: support, understanding, time, control, self-image and vision of the future. Our results indicate that environmental factors such as experience of support and understanding of professionals and time-efficacy seemed to have a great effect on the individuals' attitudes concerning the activities and measures they expected to carry out during their coming rehabilitation. These experiences seemed to affect their belief in their own abilities, their sense of control, and their belief in successful performance. Theories about empowerment closely related to social emotions like pride and shame are also discussed in an attempt to deepen the understanding of the studied phenomena.

  • 7.
    Jeppsson Grassman, Eva
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, NISAL - Nationella institutet för forskning om äldre och åldrande. Linköpings universitet, Filosofiska fakulteten.
    Whitaker, Anna
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, NISAL - Nationella institutet för forskning om äldre och åldrande. Linköpings universitet, Filosofiska fakulteten.
    Taghizadeh Larsson, Annika
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, NISAL - Nationella institutet för forskning om äldre och åldrande. Linköpings universitet, Filosofiska fakulteten.
    Family as failure? The role of informal help-givers to disabled people in Sweden.2009Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 11, nr 1, s. 35-49Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Based on a survey mapping all unpaid help and care work in the county of Stockholm, this article focuses on the informal help and care carried out for long-term ill and/or disabled people aged 64 or younger. The findings indicate that these forms of support are common and that the informal help-givers work many hours every month. Yet the impact of this work is quite invisible in texts on disability policy and there is a void of research addressing this issue. This article argues that, in spite of welfare state arrangements and reforms, families play a crucial role in providing resources, notably help and care for disabled family members. Their invisibility is interpreted as an expression of the fact that the care concept has become politically incorrect. In the light of modern disability policies, with its ideals of autonomy and empowerment, help and care provided by families to adults aged 64 or younger stand out as a dilemma and a contradiction. Making help and care provided by families invisible can be interpreted as one way of solving this contradiction.

  • 8.
    Kåhlin, Ida
    et al.
    Linköpings universitet, NISAL - Nationella institutet för forskning om äldre och åldrande. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hagberg, Jan-Erik
    Linköpings universitet, NISAL - Nationella institutet för forskning om äldre och åldrande. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Staff experiences of participation in everyday life of older people with intellectual disability who live in group homes2015Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 17, nr 4, s. 335-352Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article aims to explore ways in which members of staff in group homes for people with intellectual disability experience participation, and what participation means for older people with intellectual disability. Qualitative interviews were performed with 15 members of staff at group homes in Sweden. The findings of this study are illustrated by considering two interacting themes and six subthemes. These involve staff experiences of the meaning of participation and factors which facilitate or inhibit it. The meaning of participation was expressed as doing and feeling. Staff described that participation for older people with intellectual disability was influenced by the individual characteristics of the residents, such as the relationship between age and disability. They also expressed the view that participation was influenced by organizational and physical contextual factors such as economics, time and space as well as the social environment. The latter included staff knowledge and skills, family and peers.

  • 9.
    Levén, Anna
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Jan
    Human–vehicle–transport system interaction , Swedish National Road and Transport Research Institute , Linköping , Sweden.
    Danielsson, Henrik
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Pictures as cues or as support to verbal cues at encoding and execution of prospective memories in individuals with intellectual disability2014Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 16, nr 2, s. 141-158Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study focused on prospective memory in persons with intellectual disability and age-matched controls. Persons with intellectual disability have limited prospective memory function. We investigated prospective memory with words and pictures as cues at encoding and retrieval. Prospective and episodic memory was estimated from Prospective Memory Game performance. Pictures at retrieval were important for prospective memory in particular in the intellectual disability group. Prospective memory performance imposed a cost to Episodic Memory (ongoing task) performance in the intellectual disability group. This group was outperformed by the control group on working memory, time reproduction, time concepts, and Raven's coloured progressive matrices. To conclude, pictures at retrieval improve prospective memory performance compared to words as cues. This can be essential for the intellectual disability group likely due to limited episodic and working memory capacity and the ability to switch attention.

  • 10.
    Levén, Anna
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Jan
    Division of Control and Command, Department of Man-system-interaction, The Swedish Defence Research Agency, Sweden.
    Danielsson, Henrik
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Prospective memory, working memory, retrospective memory and self-rated memory performance in persons with intellectual disability2008Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 10, nr 3, s. 147-165Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of the present study was to examine the relationship between prospective memory, working memory, retrospective memory and self-rated memory capacity in adults with and without intellectual disability. Prospective memory was investigated by means of a picture-based task. Working memory was measured as performance on span tasks. Retrospective memory was scored as recall of subject performed tasks. Self-ratings of memory performance were based on the prospective and retrospective memory questionnaire. Individuals with intellectual disability performed at a lower level on most tasks and the task performances were to a higher degree correlated compared to persons without intellectual disability. The groups did not differ in self-rated memory scores. Distinct prospective memory cues (pictures, compared to words) were essential for prospective memory performance in persons with intellectual disability. The results are discussed with respect to how working memory capacity relates to prospective memory and retrospective memory performance.

  • 11.
    Levén, Anna
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten. Östergötlands Läns Landsting, Sinnescentrum, Öron- näsa- och halskliniken US.
    Andersson, Jan
    The Swedish Defence Research Agency.
    Danielsson, Henrik
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    The relationship between prospective memory, working memory and self-rated memory performance in individuals with intellectual disability2011Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 13, nr 3, s. 207-223Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the present study, prospective memory, working memory and self-rated memory performance were assessed in five individuals with intellectual disability and 10 individuals without intellectual disability. Prospective memory was taxed by means of a video-based procedure and a more naturalistic task, working memory was taxed by means of digit and picture span tasks, and a questionnaire was used to measure self-rated prospective and retrospective memory. The spread of performance was wide on prospective memory and working memory tasks, foremost for individuals with intellectual disability. Self-rated memory did not differ between the two groups, although there were large differences in memory performance on the other memory tasks. The results are interpreted in terms of how limitations in working memory contribute to prospective memory failures among individuals with intellectual disability. To remember ‘when to’ perform a prospective memory task seems to be more difficult to master than remembering ‘what to do’ for individuals with intellectual disability.

  • 12.
    Lind, Judith
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema.
    Parenthood and intellectual disability. Discourses on birth control and parents with intellectual disabilities 1967-20032005Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 7, nr 3-4, s. 155-175Artikel i tidskrift (Refereegranskat)
  • 13.
    Strömfors, Lina
    et al.
    Östergötlands Läns Landsting, Sinnescentrum, Smärt och rehabiliteringscentrum.
    Falk, Lars
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för inflammationsmedicin. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Hjärt- och Medicincentrum, Hudkliniken i Östergötland. Östergötlands Läns Landsting, Närsjukvården i västra Östergötland, Forsknings- och utvecklingsenheten för Närsjukvården i Östergötland.
    Wilhelmsson, Susan
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för omvårdnad. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Närsjukvården i västra Östergötland, Forsknings- och utvecklingsenheten för Närsjukvården i Östergötland.
    Höst, Gunnar E.
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska högskolan.
    Condition-related knowledge among children and adolescents with spina bifida in a Swedish county2014Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 16, nr 2, s. 127-140Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Spina bifida is a congenital birth defect, resulting in physical and cognitive dysfunctions. Condition-related knowledge among children and adolescents with spina bifida is essential to facilitate independent management of their condition. The aim was to describe the condition-related knowledge among children and adolescents with spina bifida in a Swedish county. Thirteen persons with spina bifida (10 to 17 years) participated. Condition-related knowledge was assessed (n = 13) using a questionnaire (KOSB) and a semi-structured interview (n = 8). Interview data were analyzed using qualitative content analysis. The participants had well-developed knowledge concerning proper bladder management, but were lacking knowledge of signs of shunt malfunctioning and etiology. Some participants were uninterested in learning about their condition, despite being aware that they lacked knowledge. The findings indicate potential areas that may be included in local educational initiatives. It should be considered that persons with spina bifida may not be motivated to learn more about their condition.

1 - 13 av 13
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