Emma Leifler


Name Emma Leifler
PhD student at Karolinska institutet
Employed at KIND, Karolinska institutet, IDPP, Dep. of pedagogical, curricular and professional studies
Home-page https://staff.ki.se/people/emmlei, https://www.gu.se/om-universitetet/hitta-person/emmaleifler                                                                                                                 
Telephone +46 708 184688
E-mail address Emma.leifler@ki.se, emma.leifler@gu.se
Title of research Inclusion of children with neurodevelopmental conditions in school
Ethical review INCLUSIO 2019-02937, SKOLKONTAKT 2019-00263
Abstract Neurodevelopmental conditions (NDC), such as autism spectrum disorder (ASD) or ADHD, affect a substantial minority of the general population (DSM-5, APA, 2013). Equal school education for all individuals is viewed a fundamental duty (UN, 2015; UNESCO, 1994). Inclusive education has focus on multiple aspects (participation, belonging and achievement). Inclusion demands that we change and adjust the learning environment in order to respond to the diversity of needs of all learners. Still, currently there is a discrepancy between inclusion goals and education inclusion reality (Armstrong et al., 2010), not at least for children and youth with NDCs (Leifler et al., 2020; Pellicano et al., 2018). This is also true for Sweden (Bölte et al., 2021), although it has been one of the pioneers for inclusive education along with the United States, Canada and England (Artiles et al., 2011). Particularly, the shortage of evidence-based strategies has been pointed out (Parsons et al., 2011). Investigating in capacity building among schools and teachers may be more beneficial to the community than individually targeted clinical services (Leifler, 2020; Odom et al., 2013).
Publications  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. 

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.



Funding The PhD student is part of the Swedish National Research School Special Education for Teacher Educators (SET), funded by the Swedish Research Council (Grant No. 2017-06039)
Examination Dr/lic Scheduled for 2022