Many students struggle to meet academic goals due to inadequate adaptations and support, which can lead to long-term issues such as poor health and social exclusion. Inclusive learning environments are essential for fostering participation, engagement, learning, and development for all students. Both my doctoral project and current research focus on student engagement and interventions designed to address the support needs of students.
Partnering for Change (P4C) – Interprofessional Collaboration in Schools
In an interdisciplinary research project funded by FORTE, we are investigating the impact of P4C on student engagement, health, and participation, as well as its cost-effectiveness and the school staff's knowledge of inclusive learning environments and adaptations that address the diverse needs of students.
P4C, developed in Canada, is a school-based interprofessional service delivery model where teachers and occupational therapists collaborate to create inclusive learning environments. The P4C is based on Universal Design for Learning (UDL) and Response to Intervention (RTI), with interventions provided at the class, group, and individual levels. Our previous feasibility study demonstrated that P4C is implementable in Swedish primary schools and may significantly contribute to student health services.
Learn more about P4C in Sweden
Upper Secondary Students' Participation in School Activities
My doctoral project investigated participation in school activities among upper secondary school students with special educational needs (SEN) and whether an intervention using Information and Communication Technology (ICT) improved their participation. Additionally, it examined these students' participation in work and further studies one year after graduation.
The thesis revealed that upper secondary students with SEN experience limited participation in many school activities and are often dissatisfied with the adaptations provided. The findings suggest that the school environment, particularly in academic activities, needs improvement to enhance participation among students with SEN. Support needs were highest among students with high absenteeism, those enrolled in vocational programs, or those with neuropsychiatric diagnoses. The support needs of these students should be carefully assessed and addressed. Based on the thesis findings, the assessment instrument “School Setting Interview” (SSI) can be used to gather valid information about support needs in school activities, allowing for the planning and evaluation of interventions to increase student participation. The thesis also demonstrated that a personalized ICT intervention can improve participation in school activities for upper secondary students with SEN. Additionally, the results indicated that the former students with SEN who received an ICT intervention during their schooling believed in their work ability.
Link to thesis: Participation and ICT: Students with Special Educational Needs in Upper Secondary School
Psychometric Evaluation of Assessment Instruments
Reliable assessment methods are crucial for evaluating needs, providing appropriate interventions, and measuring changes in outcomes over time. Psychometric evaluation of assessment instruments is therefor crucial.
A significant aspect of my research involves instrument development and psychometric evaluation of various assessment instruments using Rasch analysis. In collaboration with researchers at Linköping University and other Swedish and international universities, I conduct studies on the psychometric properties of assessment instruments. My primary focus has been on assessments related to vocational rehabilitation and assessments of work ability. Current projects also involve the Swedish version of the Empowerment Audiology Questionnaire (EmpAQ SWE-15 and EmpAQ SWE-5), which assesses empowerment in daily life among hearing aid users.
