Publications SET

A. International peer-reviewed publications (Swedish publications below at B)

2019

Ewe, L. P. (2019). ADHD symptoms and the teacher–student relationship: a systematic review of literature. Emotional and Behavioural Difficulties, 24(2), 136-155.

Lundback, B., & Faith, L. (2019). Leisure-Time Activities Including Children with Special Needs: A Research Overview. International Journal for Research on Extended Education, 7(1), 20-39.

2020

Bloom, L. P. (2020). Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals. Journal of autism and developmental disorders, 1-11.

Ewe, L. P. (2020). Enhancing teachers’ relational competence: a teacher lesson study. International Journal for Lesson & Learning Studies, Vol. 9 No. 3, pp. 203-219.

Fälth, L., Lundbäck, B., & Mekic Lindberg, A. (2020). Pupils with Special needs-Collaboration between School and School-age Educare. Social Sciences and Education Research Review, 7(2), 7-26.

Holmqvist, M. (2020). Lesson study as a vehicle for improving SEND teachers’ teaching skills. International Journal for Lesson & Learning Studie, Vol. 9 No. 3, pp. 193-202.

Holmqvist, M., & Lelinge, B. (2020). Teachers’ collaborative professional development for inclusive education. European Journal of Special Needs Education, 1-16.

Klefbeck, K. (2020). Lesson study for students with intellectual disability. International Journal for Lesson & Learning Studies, Vol. 9 No. 3, pp. 245-259.

Leifler, E., Carpelan, G., Zakrevska, A., Bölte, S., & Jonsson, U. (2020). Does the learning environment ‘make the grade’? A systematic review of accommodations for children on the autism spectrum in mainstream school. Scandinavian Journal of Occupational Therapy, 1-16.

Leifler, E. (2020). Teachers’ capacity to create inclusive learning environments. International Journal for Lesson & Learning Studies, Vol. 9 No. 3, pp. 221-244.

Lelinge, B., & Svensson, C. (2020). Teachers’ Awareness and Understanding of Students’ Content Knowledge of Geometric Shapes. Problems of Education in the 21st Century, 78(5), 777-798.

Lundbäck, B., & Egerhag, H. (2020). Lesson Study as a bridge between two learning contexts. International Journal for Lesson & Learning Studies, Vol. 9 No. 3, pp. 289-299.

Lüddeckens, J. (2020). Approaches to Inclusion and Social Participation in School for Adolescents with Autism Spectrum Conditions (ASC)—a Systematic Research Review. Review Journal of Autism and Developmental Disorders, 1-14.

Nilvius, C. (2020). Merging lesson study and response to intervention. International Journal for Lesson & Learning Studies, Vol. 9 No. 3, pp. 277-288.

Nilvius, C., Carlsson, R., Fälth, L., & Nordström, T. (2020). Tier 2 interventions within the RtI-model for developing students’ word decoding–a systematic review and meta-analysis.

Wästerlid, C. (2020). Low-achieving grade K-3 children’s early numeracy competences: a systematic literature review. International Journal of Early Years Education, 1-18.

Wästerlid, C. A. (2020). Conceptual Subitizing and Preschool Class Children’s Learning of the Part: Part-whole Relations of Number. Problems of Education in the 21st Century, 78(6), 1038-1054.

Sjunnesson, H. (2020). Initializing phase of lesson study: communication a special didactic tool in mathematics. International Journal for Lesson & Learning Studies, Vol. 9 No. 3, pp 261-275.

2021

Bölte, S., Leifler, E., Berggren, S., & Borg, A. (2021). Inclusive practice for students with neurodevelopmental disorders in Sweden. Scandinavian Journal of Child and Adolescent Psychiatry and Psychology, 9(2), 1-8.

Ewe, L. P., & Aspelin, J. (2021). Relational competence regarding students with ADHD–An intervention study with in-service teachers. European Journal of Special Needs Education, 1-16.

B. Swedish publications and book chapters

Holmqvist, M (2021). Tydliggörande klassrumskommunikation i ett specialdidaktiskt perspektiv. (s 252 – 269). I Westing Allodi, M. Specialpedagogik för lärare. Stockholm: Natur och Kultur.