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  • 1.
    Jerlinder, Kajsa
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Danermark, Berth
    Institutet för handikappvetenskap, Örebro Universitet.
    Gill, Peter
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Swedish Primary School Teachers' attitudes to inclusion: The case of PE and pupils with physical disabilities2010In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 1, p. 45-57Article in journal (Refereed)
  • 2.
    Kalinnikova Magnusson, Liya
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Walton, Elizabeth
    Wits school of education, Johanneburg University, South Africa.
    Challenges Arising From the Special Education Legacies in South Africa and Soviet Russia2017In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591XArticle in journal (Refereed)
  • 3.
    Klavina, Aija
    et al.
    Department of Physiotherapy, Sport Medicine and Adapted Physical Activity, Latvian of Sport Education, Riga,.
    Jerlinder, Kajsa
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Sports science.
    Kristén, Lars
    Faculty of Health and Occupational Studies, Halmstad University,.
    Hammar, Lena
    The National Agency for Special Needs Education and Schools, Örebro, Sweden.
    Souliee, Tine
    Danish Disability Sport Information Centre, Copenhagen, Denmark.
    Cooperative oriented learning in inclusive physical education2014In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 2, p. 119-134Article in journal (Refereed)
    Abstract [en]

    In this study the implementation of cooperation directed learning of peer tutoring in elementary general inclusive physical education (GPE) setting in three elementary city schools in Sweden was studied. The purpose was to assess the impact of peer tutoring on the interaction behaviours between students with and without disabilities in GPE. A design of ultiple case study with elementaryschool age students with moderate disabilities (n = 4) was used. Peer tutors (n = 37) were students without disabilities who voluntary participated in a peer tutor training programme. The programme included the collaborative learningvalues, teaching instructions and communication skills served as the independent measure.  Dependent measures were multiple interactions between students with and without disabilities. Data to the case studies were collected through a design of mixed methods, containing both quantitative and qualitative data. Totally 43 observation sessions of inclusive GPE settings were collected on videotapes and analysed using the Computerized Evaluation Protocol of Interactions in PhysicalEducation (CEPI-PE). In addition, interviews with school personnel and children plementary study outcome. The percentage of interactions between target students and peer tutors significantly increased (3.2–11.8%, respectively,p < .05) during peer tutor intervention. This study indicated that peer tutor arrangements can contribute the successful cooperation between students with and without disabilities in inclusive GPE in Swedish elementary school. All four students with moderate disabilities maintained high percentage of activities done independently throughout baseline and intervention phase (50.5 and 57.6%, accordingly). Qualitative data throughout field notes and interviews with school personnel and pupils confirmed a positive class climate change and improvement in peer relation culture.

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