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Kalinnikova Magnusson, Liya, UniversitetslektorORCID iD iconorcid.org/0000-0002-0481-8665
Alternative names
Publications (10 of 41) Show all publications
Kalinnikova Magnusson, L. & Risenqvist, J. (2020). Development of special education in Moldova: paradoxes as to inclusion. In: Natallia B Hanssen, Kristina Ström, Sven-Erik Hansèn & Vera Khitruk (Ed.), Dialogues between Northern and Eastern Europe on the Development of Inclusion : Theoretical and practical perspectives. England: Routledge
Open this publication in new window or tab >>Development of special education in Moldova: paradoxes as to inclusion
2020 (English)In: Dialogues between Northern and Eastern Europe on the Development of Inclusion : Theoretical and practical perspectives / [ed] Natallia B Hanssen, Kristina Ström, Sven-Erik Hansèn & Vera Khitruk, England: Routledge, 2020Chapter in book (Refereed)
Abstract [en]

Countries of Central Eastern Europe despite their common colonial, nazi racism and communist ideological pressure background have experienced a nexus of local challenges toward inclusion. In the 1990s the ‘trail to inclusion’ was fully “…riddled with uncertainness, disputes and contradictions”. The overall trend of a response to the development of inclusion in these countries gained its certainty “within the context of general educational provision” and reforms under the influence and adoption of the Salamanca Statements and Framework of Actions in 1994. The latest generalization of research findings, investigated under the overall purpose of ‘what is known about inclusive education in Eastern Europe’ carried out by Stepaniuk in 2018, introduced inclusive education (within the time frame between 2005-2016) through the identification of a number of ‘barriers for inclusive education’ and ‘a policy-practice gap and responsibilities within systems’ in these countries. The investigation stressed that even though Eastern European and former Soviet states have filled their trails to inclusive education through a number of educational reforms, responding to Salamanca and other global statements in disability and education, the long-held beliefs, coloured by the inherited ideology of discrimination and exclusionary proprieties towards difference and disability – even though this is the fact, they have one of the strongest entrenched practice in this region.  

However, diversification in current trails to inclusive education is a refraction of a broader spectrum of interconnections among political, economic and social circumstances in each country. The research investigation in the present article, will be focusing on Moldova’ context of social-cultural historical origins and political choices and practice, discussing educational arrangements towards inclusion.

This is a qualitative study, with relevant peer review resources connected to the research question and national documents of educational reforms towards inclusion retrospectively and contemporary, analysed by a content analysis approach. This study utilises long term statistics completed by the respective international agencies as a result of regular monitoring of an implementation of educational reforms and the National Bureau of Statistics. Main findings were composed in three big themes: adaptation of the Soviet pattern of special education; ‘endemic stress’ of breaking the pattern and paradoxes of resolution

Place, publisher, year, edition, pages
England: Routledge, 2020
Keywords
special education, statistics, educational reforms, inclusion, children with disabilities, content analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30817 (URN)
Projects
STINT: 8421-77156-44-83
Funder
The Swedish Foundation for International Cooperation in Research and Higher Education (STINT), IB2018-8090
Note

kommande (submitted November 15, 2019)

Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-10-22Bibliographically approved
Kalinnikova, L. (2019). Different roads to the same target: inclusion through exclusion?. In: Conference book: . Paper presented at 8th annual conference of ALTER - European Society for Disability Research, Histories, Practices and Policies of Disability: International, Comparative and Trans-disciplinary perspectives, September 5-6, 2019, Cologne, Germany. , Article ID 249858.
Open this publication in new window or tab >>Different roads to the same target: inclusion through exclusion?
2019 (English)In: Conference book, 2019, article id 249858Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Two studies were undertaken in former Soviet republics: Ukraine and Moldova. The first study in 2012-2015 was investigating how families with impaired children experience their lives in societies with transition economies, meeting conditions of poverty. As a result of this study, crucial factors, constituting poverty in these families were analysed and identified as a multi-dimensional issue ‘for understanding the holistic picture of disaster and hardship leading families with ChildrenwithDisabilities (ChDis) to poverty'(4). The research study has shown that special education as an area of social exclusion and segregation of ChDis and their families, rooted in the principle of socialist humanism and ‘DefectologicalEducationalModel (DEM)' (2), played a significant role in the reproduction of poverty in these families. Historical dominance of social exclusion through DEM segregation for disabled learners in the Soviet ideological context, currently is recognised as ‘unrealized utopia' (2). Inclusive movement is met as a meaningful challenge in education, generating resistance from families. The second study started in 2019, investigating inclusion in the same countries, adding Sweden as EU country (1, 3). All the data will be analysed corresponding to contextual circumstances, contributing to further illumination of the research question - if social inclusion in life could be reached through segregation in school?

References:

  • Berhanu G. (2014). Special education today in Sweden. Special Education International Perspectives: Practice Across the Glob. Advances in Special Education.V.28:209-241.
  • Kalinnikova L., Trygged S. (2014). Retrospect on Care and Denial of Children with Disabilities in Russia. Scandinavian journal on disability research. V.16(3):229-248.
  • Rosenqvist, J. (1986). Psychisch geschädigte Personen und ihre Arbeitsmöglichkeiten in der DDR, in der Bundesrepublik und in Schweden. Eine komparative Studie. Didakometrie und Soziometrie (Malmö, Schweden: Lehrerhochschule), Nr29.
  • Kalinnikova Magnusson, L. (2016). Scientific Report Project title: «Human resources in poverty and disability: family perspective (Moldova and Ukraine)»: Popular description of the project. http://hig.diva-portal.org/smash/record.jsf?pid=diva2%3A931679&dswid=7622
Keywords
children with disabilities, poverty, former Soviet countries
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29655 (URN)
Conference
8th annual conference of ALTER - European Society for Disability Research, Histories, Practices and Policies of Disability: International, Comparative and Trans-disciplinary perspectives, September 5-6, 2019, Cologne, Germany
Projects
Research grant from the Department of Education, Faculty of Education and Business studies: 8421-77138-181-81
Available from: 2019-06-04 Created: 2019-06-04 Last updated: 2019-06-25
Kalinnikova Magnusson, L. (2019). Experience of Inclusion in Higher Education in One of the Swedish Industrial Cities in the North (the University of Gävle) (1ed.). In: Riekkinen M., Kalinnikova Magnusson L., Miuller N., Varlamov G., Antipov A., Kirillova K., Prokopchik M., Gorokhova I. (Ed.), Promoting the Social Inclusion of Youth and Access to Labour Markets: Experiences in Finland, Sweden, and Russia (pp. 16-26). Åbo: Åbo Akademi University, Institute for Human Rights
Open this publication in new window or tab >>Experience of Inclusion in Higher Education in One of the Swedish Industrial Cities in the North (the University of Gävle)
2019 (English)In: Promoting the Social Inclusion of Youth and Access to Labour Markets: Experiences in Finland, Sweden, and Russia / [ed] Riekkinen M., Kalinnikova Magnusson L., Miuller N., Varlamov G., Antipov A., Kirillova K., Prokopchik M., Gorokhova I., Åbo: Åbo Akademi University, Institute for Human Rights , 2019, 1, p. 16-26Chapter in book (Other academic)
Abstract [en]

This paper focuses on understanding the Nordic, Bologna-based platform for inclusive higher education of students with SEN and the implementation of this platform according to the Swedish program of NAIS on national and local (University of Gävle) operational levels. The analysis of Bologna documents shows that expansion of inclusive processes in European HE represents a ‘social dimension in education’ and is essential to the implementation of the Bologna Declaration.

Inclusion of students with SEN has approximately a 50-year history, and the foundation of the University of Gävle is the result of the diversification of Swedish HE in the 1960–70s. A systematic special education support service for students with SEN in Sweden has developed during the last two decades. During this period, educational support for students’ service of the University of Gävle has become an integral part of the well-functioning network among several Swedish national actors: special education services of HEIs, UHR, SPSM27 and Stockholm University. Remaining autonomous in carrying out their functions, coordinators of the educational support service at the University of Gävle cooperate with other Swedish universities and develop their high-quality professionalism.

Examining the theoretical foundation engendered conceptual approaches to understanding inclusion in HEIs from both individual and institutional perspectives. Responding to the expansion and belief in the fundamental value of inclusion for European HE, the Swedish Council for Higher Education (UHR) initiated the development of a new program for standardizing different aspects of the inclusion of students with SEN in HEIs, creating NAIS and started its cross-country university functional network implementation in 2017, linking it with 32 HEIs all over Sweden. Introduction to this study data, collected by the NAIS program, is of great interest for the further development of university and societal knowledge about the inclusion of young people with special educational needs in HEIs. The questions discussed and formulated in this paper reveal that understanding inclusion in HE requires further investigation.

Place, publisher, year, edition, pages
Åbo: Åbo Akademi University, Institute for Human Rights, 2019 Edition: 1
Series
Institute for Human Rights: Research reports ; 36
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30010 (URN)978-952-12-3841-3 (ISBN)
Projects
Nordic Council of Ministers, ‘Promoting the Social Inclusion of Youth in Northern Industrial Towns: Experiences in Finland, Sweden, and Russia’, No. 18113, call ‘Civil Society & Human Rights Initiative’, Nordic-Russian co-operation.
Funder
Nordic Council of Ministers, 8421-67117-43-73
Note

Kapitel i rapport

Available from: 2019-06-18 Created: 2019-06-18 Last updated: 2019-06-25Bibliographically approved
Kalinnikova Magnusson, L. (2019). Segregation for inclusion?: Special education and child disability in the Soviet special education history. In: Book of abstracts: . Paper presented at Inclusion and Exclusion in the Welfare Society, Copenhagen, May 8-10, 2019. , Article ID 108.
Open this publication in new window or tab >>Segregation for inclusion?: Special education and child disability in the Soviet special education history
2019 (English)In: Book of abstracts, 2019, article id 108Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Special education development internationally is lifting up several issues for better understanding the roots of inclusive education as a theory and a practice. Ratification and acceptance of international documents in different aspects of disability, forces countries to pay attention to national particularities for further implementation of inclusion in education. National special education systems have their unique socio-cultural patterns, developed out of research ideas and societal traditions. To understand inclusive education as a theory and a practice means to understand the socio-cultural nature of special education and the role of it as ‘a cultural mediator’ between children with disabilities and society. Formation of the soviet system of special education was reinforced by an extreme ideological belief in pedagogical methods of forming/correcting/re-upbringing future citizens, ideas of which were embedded in the fundamentals of defectology as an integrative science. Officially, defectology was never recognized as a science among social and humanitarian sciences in the national classifier of sciences, but played one of the key roles, studying ‘child disability’ and ‘special education’ for them. Presentation will be focused on some issues of ‘child disability’ and special education, which were central for soviet defectology, interpreting them by the history of ideas methodology

Keywords
child disability, defectology, special education, inclusive education
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29654 (URN)
Conference
Inclusion and Exclusion in the Welfare Society, Copenhagen, May 8-10, 2019
Available from: 2019-06-04 Created: 2019-06-04 Last updated: 2019-06-25Bibliographically approved
Kalinnikova Magnusson, L. (2019). Universal design for learning and AAC: didactics of inclusiveteaching/learning settings. In: Abstracts: 12th ECER-AAC Conference "AAC All Day", 1-3 July, 2019, Bratislava, Slovakia: . Paper presented at 12th Eastern Central European Region-Alternative Augmentative Communication Conference (ECER-AAC) "AAC All Day", 1-3 July, 2019, Bratislava, Slovakia (pp. 6).
Open this publication in new window or tab >>Universal design for learning and AAC: didactics of inclusiveteaching/learning settings
2019 (English)In: Abstracts: 12th ECER-AAC Conference "AAC All Day", 1-3 July, 2019, Bratislava, Slovakia, 2019, p. 6-Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Abstract: Universal design for learning (UDL) is a well known theoretical platform, which isresponding to the issues of how to implement inclusion in everyday classroom based onteaching/learning settings regardless of learners’ age, whether small children or adults. UDLtries to unite the idea of reaching all students/learners and using a broad spectrum of didacticalmethods among teachers. Several basic dimensions will be introduced and discussed:1. Provision of multiple means of representation (what alternatives of the instruction to learnerscould be performed, and what is the role of the AAC means, etc.).2. Multiple means of action and expression (how students could ‘deliver’ their learning outputsand their AAC aids, etc.).3. Optimisation of multiple means of engagement (meanings of values, autonomy, demandsand interaction among learners, etc.).4. Importance of translation and interpretation (how do learners and teacher understand eachother).AAC is perfectly suited to demonstrate the effectiveness of Universal design for learning andteaching. The presentation will give increate examples of this by video materials.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30816 (URN)
Conference
12th Eastern Central European Region-Alternative Augmentative Communication Conference (ECER-AAC) "AAC All Day", 1-3 July, 2019, Bratislava, Slovakia
Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-10-22Bibliographically approved
Kalinnikova-Magnusson, L. (2018). Ontologiya neprotivorechivosti sotsialnoi konstruksii spotsialnogo i inklusivnogo obrasovaniya [Ontology of self-consistency of social construction of special and inclusive learning]. In: Saralieva Z. M. (Ed.), «ИНВАЛИДЫ – ИНВАЛИДНОСТЬ – ИНВАЛИДИЗАЦИЯ»: . Paper presented at International Conference: Disabled - Disability - Disabilitization; State University named after N.Lobachavskii, Nizhnii Novgorod, Russia; 27-28 September 2018 (pp. 387-391). Nizhnii Novgorod: NISOTS
Open this publication in new window or tab >>Ontologiya neprotivorechivosti sotsialnoi konstruksii spotsialnogo i inklusivnogo obrasovaniya [Ontology of self-consistency of social construction of special and inclusive learning]
2018 (Russian)In: «ИНВАЛИДЫ – ИНВАЛИДНОСТЬ – ИНВАЛИДИЗАЦИЯ» / [ed] Saralieva Z. M., Nizhnii Novgorod: NISOTS , 2018, p. 387-391Conference paper, Published paper (Refereed)
Abstract [ru]

Статьяобозначает несколько центральных вопросов о взаимоотношенииспециального и инклюзивного образования, таких как: что известно об инклюзивномобразовании для детей с нарушениями развития?; культурно-историческийопыт стран и филиация идей инклюзивного образования; цели тысячелетия испециальное образование. Поднимается тема ’онтологической непротиворечивости’ социальнойконструкции специального и инклюзивного образования и роль специальногообразования как ’культурного медиатора’ между ребенком-инвалидом и обществом.

Abstract [en]

The article is focussing on and discussing several central issues about relations between special and inclusive education, such as: what is known about inclusive education for children with disabilities?; cultural-historical experience of some countries and filiation of inclusive education ideas; millennium sustainable developmental goals and special education. Themes of ’ontological consistency’ of the nature of special and inclusive education and special education as a ‘cultural mediator’ between children with disabilities and society are presented.

Place, publisher, year, edition, pages
Nizhnii Novgorod: NISOTS, 2018
Keywords
inclusive education, special education, children with disabilities, cultural-historical patterns
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28572 (URN)978-5-93116-204-1 (ISBN)
Conference
International Conference: Disabled - Disability - Disabilitization; State University named after N.Lobachavskii, Nizhnii Novgorod, Russia; 27-28 September 2018
Available from: 2018-11-21 Created: 2018-11-21 Last updated: 2019-06-25Bibliographically approved
Kalinnikova Magnusson, L. (2018). Promoting social inclusion of youth in the northern industrial towns: xperiences in Finland, Sweden and Russia. In: : . Paper presented at Seminar in the State University of Economics (Saint-Petersburg, Russia), December 13th, 2018..
Open this publication in new window or tab >>Promoting social inclusion of youth in the northern industrial towns: xperiences in Finland, Sweden and Russia
2018 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The summary of the project:

This project targets youth and youth associations, academicians,and public authorities by focusing on youth social inclusion in thecontext of Northern industrial towns (in Finland, Sweden, andRussia). The aim is to raise awareness in Russia of implementingyouth rights, taking into account the best Nordic inclusivepractices. We aim to establish multistakeholder collaboration onyouth rights in Northwest Russia and to elaborate a deliberativeyouth coping strategy as well as drafts of legislation andprogramme documents to be oered for public authorities. We relyon multistakeholder initiative by bringing to the dialogue all thementioned stakeholders. The project will also promote sustainableacademic collaboration between the University of Gavle (Sweden),Abo Akademi University (Finland), Immanuel Kant Baltic FederalUniversity (BFU, Kaliningrad, Russia), the University of Pskov(Russia), and the Saint Petersburg State University of Economics(UNECON, Russia). The implementing body consists ofinterdisciplinary team calling together lawyers, specialists inpedagogics and education, as well as social scientists all of whichapproach the said topic from the angle of human rights. We willutilize the techniques of information distribution and sharing viasocial and local media as well as dialogue interaction in the mode ofmultistakeholder meetings. We plan a series of internationaleducational workshops, joint funding applications, training forRussian researchers in Nordic partner universities, as well as the 5ECTS course for the M.A. level students at BFU. Public authorities(regional child ombudsmen) and youth public associations (regionalyouth public chambers) will be involved in discussions during theseevents. Our project will reveal the urgency of updating Russianlegislation and practices in order to circumscribe traditionalpaternalistic approach towards governing youth. This project willstrengthen co-operation between our institutions; communicationbetween regional child ombudsmen and regional youth chambers;provide exchange of information and awareness- raising amongyouth and general public; foster the establishment of strongernetworks and transfer of experiences.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30781 (URN)
Conference
Seminar in the State University of Economics (Saint-Petersburg, Russia), December 13th, 2018.
Projects
Nordic Council of Ministers (NCM) REF: Nordic-Russian co-operation Call: “Civil Society & Human Rights Initiative” Project number: 18113
Funder
Nordic Council of Ministers, Nordic Council of Ministers (NCM) REF: Nordic-Russian co-operation Call: “Civil Society & Human Rights Initiative” Project number: 18113
Note

The seminar in the State University of Economics (Saint-Petersburg, Russia), December 13th, 2018. It was one of the number of activities towarts implementation of the project in cooperation with: Nordic partners : Åbo Akademi University (project leader, Finland) University of Gävle (Sweden) and

The Russian partners:

Baltic Federal University named after Emmanuel Kant (BFU, Kaliningrad),

UNECON University (UNECON, Saint Petersburg),

Pskov State University (UPskov, Pskov)

Available from: 2019-10-13 Created: 2019-10-13 Last updated: 2019-10-15Bibliographically approved
Kalinnikova Magnusson, L. (2018). Substitution of shortage services: Habilitation resources in low income families with hearing impaired children. In: : . Paper presented at DISES, International Conference 2018, 3rd - 5th July 2018, Cape Town, South Africa.
Open this publication in new window or tab >>Substitution of shortage services: Habilitation resources in low income families with hearing impaired children
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Habilitation resources, Families of children with hearing impairment, special education, shortage services
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-25796 (URN)
Conference
DISES, International Conference 2018, 3rd - 5th July 2018, Cape Town, South Africa
Available from: 2017-12-14 Created: 2017-12-14 Last updated: 2018-03-13Bibliographically approved
Kalinnikova Magnusson, L. (2018). СОЦИАЛЬНАЯ ИНКЛЮЗИЯ ЧЕРЕЗ СЕГРЕГАЦИЮ? СПЕЦИАЛЬНОЕ ОБРАЗОВАНИЕ В МЕЖДУНАРОДНОМ ОБОЗРЕНИИ [Social Inclusion through segregation? International Perspective in special education]. In: : . Paper presented at International Conference: Disabled - Disability - Disabilitization, Symposium 3: Rehabilitation and Inclusion of Disabled, presentation, State University named after N. Lobachevsky, 27-28 September 2018, Nizhnii Novgorod, Russia.
Open this publication in new window or tab >>СОЦИАЛЬНАЯ ИНКЛЮЗИЯ ЧЕРЕЗ СЕГРЕГАЦИЮ? СПЕЦИАЛЬНОЕ ОБРАЗОВАНИЕ В МЕЖДУНАРОДНОМ ОБОЗРЕНИИ [Social Inclusion through segregation? International Perspective in special education]
2018 (Russian)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-28575 (URN)
Conference
International Conference: Disabled - Disability - Disabilitization, Symposium 3: Rehabilitation and Inclusion of Disabled, presentation, State University named after N. Lobachevsky, 27-28 September 2018, Nizhnii Novgorod, Russia
Available from: 2018-11-21 Created: 2018-11-21 Last updated: 2019-06-25Bibliographically approved
Kalinnikova Magnusson, L. (2017). AAC: meeting Event in life span longitude. In: Professor Doru VIad Popovici, PhD (Ed.), : . Paper presented at llth Eastern and Central European Regional Augmentative and Alternative Communication Conferencen,4th-6th July 2017, Bucharest, Romania.
Open this publication in new window or tab >>AAC: meeting Event in life span longitude
2017 (English)In: / [ed] Professor Doru VIad Popovici, PhD, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Abstract: Development of AAC theory and practice has contributed to a powerful change of professional consciousness among AAC experts, bringing new requests and requirements to more complex issues among which ethics has been lifted up and mainstreamed. The aim of the present research is to enter the analysis of the core issues of fundamental professional ethical codes in the light of alternative and augmentative communication; to bring contribution into the “normative” integrated interdisciplinary fundamental ethical principles from the perspective of “meeting with unique AAC-user context”. The research methodology is built upon the study of scientific sources, systematized by international electronic data bases and includes an interdisciplinary approach to its collection. Phenomenology and hermeneutics are the basic research methodology to collect and analyze data. A case study of the family context, where deaf parents are upbringing blind child, is taken as a representative part for the discussion. The primary determinant for the intervention strategy was defined as family-centered, based on conceptual principles of Enabling and Empowering Families and Effective help-giving in the early intervention program. Badiou’s theory of ethics and its dimensions of ‘truth’ as a ‘truth’ of the Event were used for the interpretation of ethics of a unique AAC context. The structure of the values forms a meaningful basis for mutual understanding between professionals, family members and professional community in a wider perspective. The success of the AAC implementation as a new discipline is dependent on how all together researchers, professionals and the AAC-users could act ethically developing common understandings, beliefs and values meeting Event in life span longitude.

Keywords
AAC, ethical codes, unique AAC-user context, 'meeting Event'
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-26417 (URN)
Conference
llth Eastern and Central European Regional Augmentative and Alternative Communication Conferencen,4th-6th July 2017, Bucharest, Romania
Note

Workshop supported by video presentation, 45 minutes

Available from: 2018-04-09 Created: 2018-04-09 Last updated: 2019-06-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0481-8665

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