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  • 1.
    Mallander, Ove
    et al.
    Malmö University, Malmö, Sweden.
    Mineur, Therése
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Henderson, David
    La Trobe University, Melbourne , Australia.
    Tideman, Magnus
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Self-advocacy for people with intellectual disability in Sweden — organizational similarities and differences2018In: Disability Studies Quarterly (DSQ), ISSN 1041-5718, E-ISSN 2159-8371, Vol. 38, no 1Article in journal (Refereed)
    Abstract [en]

    Self-determination and the ability to express opinions and preferences are fundamental to all people. Self-advocacy (SA) among people with intellectual disability (PWID) presents opportunities for them to develop skills to have a say and influence changes in their local environments. The aim of this article is to explore and understand organizational similarities and differences of SA groups for PWID in Sweden by focusing their structures and activities. Within the theoretical framework of Resource-Dependency and New Institutional Perspectives, data from six Swedish SA groups belonging to two different national organizations, have been analyzed.

    Factors such as affinity and expectations show limited differences, while power distribution, rules and the role of support persons point to greater diversity. However, good relations within the local organizational field seems to be essential to maintain strong SA for PWID.

  • 2.
    Mineur, Therese
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Gymnasiesärskolans organisering och verksamhet: En rikstäckande enkätstudie2010Report (Other academic)
    Abstract [sv]

    Gymnasiesärskolan riktar sig till ungdomar som inte bedöms kunna uppnå kunskapsmålen i gymnasieskolan på grund av att de är utvecklingsstörda. Utbildningen är fyraårig och omfattas av nationella, specialutformade och individuella program vars innehåll ska vara anpassade till de enskilda elevernas förutsättningar och motsvara utbildningen i gymnasieskolan i möjligaste mån.

    Elevantalet i gymnasiesärskolan har ökat under många år och gör så fortfarande. Det saknas dock studier som belyser organiseringen av gymnasiesärskolans verksamhet. Följande rapport syftar därför till att utgöra en kartläggning som beskriver de olika modeller som råder vid organiserandet av undervisningen för gymnasieelever med särskoletillhörighet, samt vilka olika faktorer som föranleder alternativt påverkar de olika organisationssätten. Vidare belyses de ansvarigas uppfattningar om verksamhetens utveckling och förändring samt tendenser för framtiden

    Rapporten baseras på en rikstäckande enkätstudie som utgjorts av en strukturerad frågemanual med företrädesvis angivna svarsalternativ, riktad till ansvariga för gymnasiesärskoleverksamhet.

    Enligt de resultat som framträder förekommer olika undervisningsmodeller. På många skolor förekommer också individuella lösningar för en del av eleverna. De mest framträdande faktorerna som påverkar vilken typ av undervisningsmodell som blir aktuell är pedagogiska incitament, elevernas förutsättningar, samt i en del fall, elevernas önskemål. 85 % av de svarande menar att det under den senaste femårsperioden skett en utveckling av verksamheten, som överlag bedöms vara positiv. De faktorer som främst bidragit till att det skett en utveckling i verksamheten är, enligt flertalet respondenter, förändrade arbetssätt samt förändrade elevgrupper. Förändringar i elevgruppen har lett till en ökad heterogenitet inom gymnasiesärskolan vilket bland annat gett upphov till en ökad individualisering i verksamheten.

  • 3.
    Mineur, Therese
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group. Örebro universitet, Örebro, Sverige.
    Skolformens komplexitet: Elevers erfarenheter av skolvardag och tillhörighet i gymnasiesärskolan2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The Swedish upper secondary education consists of different types of schools. One type of school is the upper secondary for pupils who have assessed as having an intellectual disability. The aim of this study is to increase the knowledge and understanding of pupils’ experiences of everyday life in school, and how they perceive the significance of their sense of belonging to this type of school. An additional aim of the study is to increase the knowledge about different ways of organizing the education and teaching. The collection of data started with a national questionnaire survey which was directed to headteachers at the schools. Based on the results from the survey five schools were selected. By participant observations at the schools and repeated interviews with 14 young women and 12 young men, the first person perspective has been studied and analysed through an interpretive approach.

    The analysis showed that knowledge about the schools different ways of organizing the teaching are of importance, to understand pupils’ diverse experiences of school life. As an example it has an impact on how the pupils evaluate different types of knowledge, but also how they view their future opportunities. Any clear connection between the schools different ways of organizing the education and teaching and pupils’ experiences of their sense of belonging to this type of school has not emerged. Instead pupils’ awareness, confidence, uncertainty, dejection and determination are to be seen as a framework of understanding, telling us about their experiences of their school affiliation. Together they demonstrate a complexity surrounding pupils’ situation, associated to both advantages and disadvantages in school, but also their thoughts about identity and how they perceive being categorized as deviant by others. The analysis also showed that expectations on the pupils, and their possibilities in the school context, are related to a special school culture and to gender differences.

  • 4.
    Mineur, Therese
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Swedish education in upper secondary schools for students with intellectual disabilities: from a student perspective2015In: Research and Practice in Intellectual and Developmental Disabilities, ISSN 2329-7018, Vol. 2, no 2, p. 165-179Article in journal (Refereed)
    Abstract [en]

    Swedish upper secondary education includes special secondary schooling for students with intellectual disabilities. The aim of this study was to gain an understanding of students’ experiences of attending special secondary schools. An interpretative approach was used to analyse data from repeated in-depth interviews with 14 female and 12 male students from 5 different schools. Analysis revealed participants’ school experiences could be categorised in three different ways; having a sense of awareness, a sense of confidence, and a sense of uncertainty, while their overarching attitudes towards school attendance were characterised by dejection, determination, or a combination of these. These different experiences of school and attitudes towards it demonstrate the complexity of the participants’ situation, the advantages and disadvantages of this type of schooling, and the participants’ experiences of being categorised as deviant by others. © 2015 Australasian Society for Intellectual Disability

  • 5.
    Mineur, Therese
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Mallander, Ove
    Malmö University, Malmö, Sweden.
    Tideman, Magnus
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group. Living with Disability Research Centre, La Trobe University, Melbourne, Australia.
    Self-advocacy in Sweden - impact on identity and social relations2015Conference paper (Refereed)
    Abstract [en]

    Aim: In recent years an increased number of adults with intellectual disability in Sweden have been organized in self-advocacy groups since they no longer accept the perceived subordinate role as a disabled person in society. The aim of this study was to gain an understanding of the importance of being a member in a self-advocacy group and what impact it had on the members' daily life, relationships, self-determination and identity.

    Method: An interpretative approach was used to analyze data from interviews with 26 participants in four different groups. The semi-structured interviews were supplemented with eight interviews conducted with support workers, focus-group interviews, observations during meetings and document reviews.

    Findings: The findings suggest that the participants' engagement in a self-advocacy group is meaningful in several but varies ways. An improved life-situation consisting of strengthened control in every-day life and increased self-confidence are of great importance, but equally important is the perceived possibility to help others and make a difference in their lives. Self-advocacy is primarily understood in terms of achieved independence and social connections within the group, but also as influencing outsiders' attitudes.

    Conclusions: The self-advocacy movements indicate a significant change in society and are important for the target group as well as for shaping future support and treatment. 

  • 6.
    Mineur, Therese
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Tideman, Magnus
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    A study of pupil’s experiences of their everyday life in the Swedish upper secondary special school - “särskolan”2012In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 56, no 7-8, p. 708-708Article in journal (Refereed)
    Abstract [en]

    Aim: The Swedish educational system consists of parallel types of schools. Besides regular compulsory school and upper secondary school another type of school exists in Sweden, referred to as “särskolan”. This is a special school intended for pupils with intellectual disabilities. The primary aim in this thesis is to increase the knowledge about pupil’s experiences of their everyday life in “särskolan”, with regard to the specific school organizations. The experiences of belonging to “särskolan” and perceptions about their identity- and knowledge development have been studied. Furthermore has the pupil’s preparation and perceived possibilities for adulthood been highlighted.

    Method: The schools were selected based on a questionnaire survey which aimed to study the variation that exists regarding the organization of upper secondary special schools. By participant observations and interviews with 14 young women and 12 young men at five different schools, the inside perspective have been focused/studied through an interpretive approach. 

    Results: The ongoing analysis of the results indicates that the pupil’s perceive advantages as well as disadvantages belonging to “särskolan”. A majority phrase injustice in the school system and differences can be seen in their experiences derived to a gender perspective.

    Conclusions: Conclusions will be announced during the presentation

  • 7.
    Mineur, Therese
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Tideman, Magnus
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    I en klass för sig eller i klass med alla andra: grundskoleplacerade särskoleelevers upplevelser av sin skolvardag2008Report (Other academic)
    Abstract [sv]

    De allra flesta eleverna med särskoletillhörighet frå sin undervisning i särskolans egna klasser men en betydande andel, drygt 20 % av grundsärskolans elever, är placerade i grundskolan och får sin undervisning där. I många kommer ökar andelen grundskoleplacerade elever som är mottagna i särskolan, men kunskapen om hur denna undervisningsform fungerar är bristfällig. Syftet är att nå en ökad förståelse för och kunskap om hur elever tillhörande särskolan, som helt eller delvis är placerade i grundskolan, upplever sin vardag i skolan.

    Rapportens empiri består av fem fallstudier av elever mottagna i särskolan i högstadieålder som får sin undervisning i grundskoleklass. I denna studie ligger fokus på elevernas egna upplevelser och erfarenheter av skolvaradagen.

    Utifrån det empiriska underlaget har fyra relativt olika sätt att organisera undervisningen på kunnat urskiljas.

  • 8.
    Mineur, Therése
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Bergh, Susanne
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Tideman, Magnus
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Livssituationen för unga vuxna med lindrig utvecklingsstörning - en kunskapsöversikt baserad på skandinavisk forskning 1998 - 20092009Report (Other academic)
    Abstract [sv]

    Bakgrund till kunskapsöversikten:

    Högskolan i Halmstad har på uppdrag från Stockholms läns landsting, Handikapp & Habilitering, sammanställt en kunskapsöversikt om livssituationen för unga vuxna med lindriga intellektuella funktionshinder (utvecklingsstörning).

    På senare tid har livssituationen för unga vuxna med lindriga intellektuella funktionshinder (utvecklingsstörning) uppmärksammats alltmer, såväl nationellt som internationellt. I Sverige har detta bland annat berott på den markanta ökningen av elevantalet i särskolan sedan 1990-talets mitt och erfarenheter från fältet som tyder på att förekomsten av sociala problem bland unga med lindriga intellektuella funktionshinder har ökat. Internationellt diskuteras gränsdragningen för när en utvecklingsstörning ska anses föreligga. Vidare förs diskussioner om lindrig utvecklingsstörning och förekomsten av social problematik som kriminalitet, missbruk, ensamhet och ekonomiska problem liksom beteendeproblem och psykiska problem.

    Begreppet livssituation är ett omfattande och brett begrepp som behöver avgränsas och förtydligas. I föreliggande kunskapsöversikt ingår i begreppet livssituation följande livsområden: medborgarskap, delaktighet och upplevd tillhörighet, bemötande och attityder, självbestämmande och inflytande, identitet, sociala relationer samt beteendemässig- och social problematik.

    Med unga vuxna avses i kunskapsöversikten personer i åldern 15 – 35 år. Andra avgränsningar som gjorts är att det är forskning som genomförts under åren 1998 – 2009 och som avser förhållanden i Skandinavien, det vill säga Sverige, Norge och Danmark, som presenteras. Tids- och resursmässiga skäl motiverar ovanstående avgränsning samt, som kommer att framgå, skillnader i definitionen av gruppen, vilket gör det problematiskt att jämföra grupper som definieras olika i olika länder.

    Mot bakgrund av skillnader i definitionen och den ökade kategoriseringen av människor med intellektuella funktionshinder innehåller kunskapsöversikten också ett inledande avsnitt om (lindrig) utvecklingsstörning, avseende terminologi, definition och klassifikation samt förekomst.

    Begreppen personer/människor med utvecklingsstörning och personer/människor med intellektuella funktionshinder används synonymt i kunskapsöversikten. Huvudsakligen har vi i kunskapsöversikten valt att använda det/de begrepp som varit förekommande i de olika studierna. Vi är medvetna om att valen av begrepp inte alltid sammanfaller med Socialstyrelsens rekommendationer avseende terminologianvändandet inom området.

  • 9.
    Mineur, Therése
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Tideman, Magnus
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Skolledares syn på gymnasiesärskolans individuella program2010Report (Other academic)
  • 10.
    Mineur, Therése
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Tideman, Magnus
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group. La Trobe University, Melbourne, Australia.
    Mallander, Ove
    Malmö University, Malmö, Sweden.
    Self-advocacy in Sweden—an analysis of impact on daily life and identity of self-advocates with intellectual disability2017In: Cogent Social Sciences, E-ISSN 2331-1886, Vol. 3, article id 1304513Article in journal (Refereed)
    Abstract [en]

    Self-determination and the ability to express opinions and preferences are fundamental to all people. Some people with intellectual disability no longer accept a subordinated role as disabled and new self-advocacy groups have evolved. The aim of this study was to analyse the meaning and importance of engagement in a self-advocacy group for self-advocates daily life and identity. An interpretative abductive approach was used to analyse data from interviews with 26 self-advocates from six self-advocacy groups in Sweden in relation to the theoretical concepts; recognition, social capital, culture capital and self-determination. The key finding is that the vast majority of the participants experienced a changed self-perception, as more skilled, social and confident people, depending on group affiliation, their personal engagement and positions within the group. The conclusion is that self-advocacy is important for daily life and identity of people with intellectual disability. The self-organized movements indicate an important change in society and the results are of importance not only for the target group but for shaping future support and treatment from society of people with intellectual disability. © 2017 The Author(s).

  • 11.
    Tideman, Magnus
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group. La Trobe University, Melbourne, Australia.
    Mineur, Therese
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Mallander, Ove
    Malmö University, Malmö, Sweden.
    Policy and practice for people with intellectual disability in Sweden2015Conference paper (Refereed)
    Abstract [en]

    Aim: Ideologically propelled by the Normalization Principle the Swedish policy and service system for people with intellectual disability has since the 1960 undergone drastic changes like deinstitutionalization and decentralisation of services to the local municipalities. The aim of this paper focusing the post-normalization disability policy and practice is to present a research-based examination of the current situation for people with intellectual disability in Sweden.

    Method: Meta-analysis of current Swedish research in the field of intellectual disability.

    Findings: This paper highlights the right-based law as well as the current trends and challenges faced by people with intellectual disability. The paradox of increased self-advocacy movement at the same time as the categorization of children and youth as intellectual disabled is increasing is discussed as well as the discrepancies in service provision and the increasing number of private service providers.

    Conclusions: People with intellectual disability in Sweden face a number of challenges in a considerably transformed welfare system. Comparisons of similarities and differences in for example the self-advocacy movement or the marketization between the Australian National Disability Insurance Scheme and the Swedish rights-based legislation should be useful for knowledge and development in both countries. 

  • 12.
    Tideman, Magnus
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Mineur, Therese
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Mallander, Ove
    Malmö University, Malmö, Sweden.
    Self-advocacy and resistance in Sweden2014In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 27, no 4, p. 349-349Article in journal (Refereed)
    Abstract [en]

    Aims: Later years young adults with intellectual disability (ID) voluntary organize themselves to increase the power over their own lives and at the same time to influence the society in the direction for increased participation. The aim of this study is to increase the knowledge about the new self-organized activities in Sweden by describing and analyzing 1) the meaning for the members and the influence for identifications, self-determination, relations and daily life 2) the character and organization of the movement and its activities and 3) how the organization has influenced the environments attitudes and treatment. Method: After a national mapping, a strategic sample of 6 organizations, based on different relations to the disability movement, will be observed by using interviews, focus-groups, observations and documentation. Results: Those self-organized activities can be understood in terms of resistance against the society’s views and treatment of people with ID and against traditional ways to offer and organize support and service. Conclusions: The self-organized movements indicate an important change in society and the study is expected to give results that are of importance for the target group and for shaping future support and treatment.

  • 13.
    Urbas, Anders
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Mineur, Therése
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Arvidsson, Jessica
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Tideman, Magnus
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Valfrihetssystem inom primärvården och personer med intellektuell funktionsnedsättning – en kunskapsöversikt2015In: Nordisk Administrativt Tidsskrift, ISSN 0029-1285, no 2, p. 18-36Article in journal (Refereed)
    Abstract [sv]

    I Sverige trädde Lagen om valfrihet (LOV) i kraft 1 januari 2009 och 2010 blev det obligatoriskt för landstingen/regionerna att införa valfrihetssystem inom hälso- och sjukvårdens primärvård. Valfrihetssystemet innebär att vårdgivare (offentliga och privata) har rätt att etablera sig inom primärvården med offentlig ersättning och att medborgarna har rätt att välja vårdgivare. Syftet är att vårdgivarna ska konkurrera om medborgarna vilket ska leda dels till ökat individuellt inflytande, dels till ökad kvalitet och effektivt inom välfärdssektorn. I denna artikel avrapporteras en kunskapsöversikt på temat valfrihetssystem inom primärvården och vuxna med intellektuell funktionsnedsättning. Insamling av material har skett genom sökningar i databaser (28st), granskning av rapporter och utvärderingar (22st) och kontakter med forskare på området (9st). Slutsatsen av översikten är att tematiken valfrihetssystem inom primärvården och vuxna med intellektuell funktionsnedsättning är outforskad. © Nordisk Administrativt Tidsskrift

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