Sammanfattning
Background
This research investigates the implementation of teaching strategies for students with intellectual disabilities (ID) within the Swedish research and development program KASK between 2022-2025. Spanning seven municipalities, the program fosters collaboration between researchers and educators, using research circles and an iterative teaching improvement process as key methodologies. In this process, teachers refine their practices through observations and/or video analysis, collegial reflection, and integration of research, ensuring continuous adaptation to local conditions, students’ individual needs, and national curriculum goals.
Methods and participants
The evaluation of the program employs logbooks and focus group interviews. Approximately 150 participants, including teachers and school leaders who, lead 42 development groups. Focus group interviews conducted in 2024 explore reflections of educators with a leading role on their teaching practices and the impact of local factors on their work.
Preliminary findings
Communication support: Increased use of structured methods, including augmentative and alternative communication (AAC), to enhance students’ ability to participate and express themselves.
Adapted learning environments: Inclusive and engaging settings fostering student participation.
Goal attainment: Notable student progression in acquiring subject-specific and functional skills.
Educators' collective efficacy: Educators report increased didactic awareness and the ability to adapt practices to students’ needs.
Conclusions
The program’s collaborative framework, combined with iterative teaching improvement cycles, fosters meaningful reflection and integration of local conditions into teaching strategies. As the program nears its conclusion in 2025, it highlights the transformative potential of structured, joint initiatives to sustainably enhance education for students with ID in diverse contexts. This approach underscores the importance of collective reflection, professional development, and iterative refinement in achieving long-term educational goals.
This research investigates the implementation of teaching strategies for students with intellectual disabilities (ID) within the Swedish research and development program KASK between 2022-2025. Spanning seven municipalities, the program fosters collaboration between researchers and educators, using research circles and an iterative teaching improvement process as key methodologies. In this process, teachers refine their practices through observations and/or video analysis, collegial reflection, and integration of research, ensuring continuous adaptation to local conditions, students’ individual needs, and national curriculum goals.
Methods and participants
The evaluation of the program employs logbooks and focus group interviews. Approximately 150 participants, including teachers and school leaders who, lead 42 development groups. Focus group interviews conducted in 2024 explore reflections of educators with a leading role on their teaching practices and the impact of local factors on their work.
Preliminary findings
Communication support: Increased use of structured methods, including augmentative and alternative communication (AAC), to enhance students’ ability to participate and express themselves.
Adapted learning environments: Inclusive and engaging settings fostering student participation.
Goal attainment: Notable student progression in acquiring subject-specific and functional skills.
Educators' collective efficacy: Educators report increased didactic awareness and the ability to adapt practices to students’ needs.
Conclusions
The program’s collaborative framework, combined with iterative teaching improvement cycles, fosters meaningful reflection and integration of local conditions into teaching strategies. As the program nears its conclusion in 2025, it highlights the transformative potential of structured, joint initiatives to sustainably enhance education for students with ID in diverse contexts. This approach underscores the importance of collective reflection, professional development, and iterative refinement in achieving long-term educational goals.
Originalspråk | Engelska |
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Status | Publicerad - 2025-jan.-24 |
Evenemang | 26th International Conference on Autism, Intellectual Disability & Developmental Disabilities - Sheraton Sand Key Resort, Clearwater Beach, Florida, USA Varaktighet: 2025-jan.-21 → 2025-jan.-24 Konferensnummer: 26 https://daddcec.com/events/26th-international-conference-autism-intellectual-disability-developmental-disabilities-0 |
Konferens
Konferens | 26th International Conference on Autism, Intellectual Disability & Developmental Disabilities |
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Förkortad titel | DADD 2025 |
Land/Territorium | USA |
Ort | Clearwater Beach, Florida |
Period | 25-01-21 → 25-01-24 |
Internetadress |
Nationell ämneskategori
- Utbildningsvetenskap (503)