Välkommen till Kim de Verdiers 90%-seminarium  

Titel: Children with blindness: Developmental aspects and implications for education and support
Handledare: Ulla Ek, professor emerita, Stockholms universitet och Elisabeth Fernell, professor, Göteborgs universitet.
Läsare: Sven Bölte, professor, Karolinska institutet, Siv Fischbein, professor emerita, Stockholms universitet och Jenny Wilder, docent, Stockholms universitet.

Kort presentation av avhandlingsarbetet

The overall aim of the thesis is to deepen the knowledge about developmental outcomes and implications for education and support, regarding children with blindness. Special focus is directed towards children with blindness in combination with autism spectrum disorder (ASD), and their families. The research project involved three empirical studies, reported in five different papers (papers I - IV have been published, paper V is included as manuscript). Each study had specific aims, relating to the overall aim of the project.

Study 1 (paper I)

Study 1 was a population-based study aiming to describe the clinical characteristics of children with blindness in Sweden during two recent decades, regarding common causes of blindness, prevalence of different associated developmental disorders/disabilities, specifically the prevalence of ASD in etiological subgroups, and implications for the provision of support. All data was retrieved from medical, psychological and pedagogical files and records.

Study 2 (paper II and III)

Study 2 aimed to describe the school outcome and experiences of support, for braille reading students (n=6) in inclusive educational settings. The study had a longitudinal design, spanning over school years 1 – 9, and combined qualitative interviews with quantitative data. One part of the study focused on describing the students’ reading development and academic achievement, as well as students’, teachers’ and parents’ experiences regarding accessibility and pedagogical support (paper II), while the other part of the study focused on describing the students’ psychological well-being and experiences of the social inclusion in school (paper III).

Study 3 (paper IV and V)

The aim of the third study was to describe experiences of different pedagogical solutions and of the support to schools and families, regarding children with blindness in combination with ASD, with and without intellectual disability (n=6). The study had a mainly qualitative, interview-based design, with the additional collection of pedagogical documentation. One part of the study explored students’, teachers’ and parents’ experiences of the school situation and challenges as well as successful strategies in the schoolwork (paper IV). The second part focused specifically on describing parents’ experiences of their children’s dual disability, and the support needed and provided to the families (paper V).

Underlag till seminariet
Ett låneex. av underlaget kan hämtas hos studievägledare Aino Collmar Fröding, Frescati Hagväg 10.