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  • 1.
    Arnell, Susann
    et al.
    Faculty of Medicine and Health, University of Health Care Research Center, Örebro University; School of Health Sciences, The Swedish Insititute for Disability Research (SIDR), Örebro University, Örebro Sweden.
    Jerlinder, Kajsa
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Sports science. School of Health Sciences, The Swedish Institute for Disability Research (SIDR), Örebro University Sweden.
    Lundqvist, Lars-Olov
    Faculty of Medicine and Health, University of Health Care Research Center, Örebro University; School of Health Sciences, The Swedish Insititute for Disability Research (SIDR), Örebro University, Örebro Sweden.
    Perceptions of Physical Acitivty Participation Among Adolescents with Autism Spectrum Disorders: A Conceptual Model of Conditional Participation2018In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 48, no 5, p. 1792-1802, article id 29236210Article in journal (Refereed)
    Abstract [en]

    Adolescents with an autism spectrum disorder (ASD) are less physically active compared to typically developing peers. The reasons for not being physically active are complex and depend on several factors, which have not been comprehensively described from the adolescent’s perspective. Therefore, the aim was to describe how adolescents with an ASD perceive, experience and reflect on their participation in physical activity. Interviews with 24 adolescents diagnosed with high-functioning ASD, aged 12–16 years, were analysed with qualitative content analysis with an inductive approach. They expressed a variety of reasons determining their willingness to participate, which were conceptualized as: Conditional participation in physical activities. The present study presents an alternative perspective on participation in physical activity, with impact on intervention design.

  • 2.
    Geidne, Susanna
    et al.
    Örebro universitet.
    Jerlinder, Kajsa
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Sports science.
    How can sport clubs for non-disabled youth include children and adolescents with disabilities?2015Conference paper (Refereed)
    Abstract [en]

    Severe obesity and a sedentary leisure-time are more common among young people and adults with disabilities than in the rest of the population. Young people with disabilities participate in sports to a lesser extent than other adolescents. That physical activity has positive effects on children and adolescents, such as reduced risk of diabetes, overweight and obesity, anxiety and depression are understood. The positive effects of participation in organized sport and physical activity are at least as great for children and young people with disabilities as children and young people without disabilities. One of the most important tasks of various actors is to find ways to increase physical activity and the health of children and youth with disabilities. Sports clubs are identified as potential and attractive environments for physical activity, but also for social and mental health. The reasons why children and young people with disabilities participate to a lower extent in organized sport is complex and barriers can be deriving from many different levels. However, barriers have been studied more than what can facilitate participation in organized sport. Therefor the aim of this study is to present the first results from a systematic international and scientific literature review of how sport clubs for non-disabled youth can include children and adolescents with disabilities in their activities.

    Articles (with inclusion criteria of studies focusing on children and adolescents, disability, physical activity, engagement in organized sports, inclusive sport settings) from a 20 years period were selected. Studies with topics that concerned physical education, medical, physical activity without an organized sport agenda, elite sport or equipment issues were excluded. 

    The results will focus on which type of sport, target group and countries the examples are from, but foremost on how sport clubs for non-disabled youth actually do to include children and adolescents with disabilities in their activities.

    It is essential to establish a knowledge base for effective interventions towards the target group at hand. If more children and youth with disabilities participate in organized sports several positive health benefits can be achieved.

  • 3.
    Geidne, Susanna
    et al.
    Faculty of Medicine and Health, School of Health Sciences, Örebro University,.
    Jerlinder, Kajsa
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Sports science.
    How sports clubs include children and adolescents with disabilities in their activities: A systematic search of peer-reviewed articles2016In: Sport Science Review, ISSN 2066-8732, E-ISSN 2069-7244, Vol. XXV, no 1-2, p. 29-52, article id 0002Article in journal (Refereed)
    Abstract [en]

    Young people with disabilities participate in sports to a lesser extent than other adolescents. That physical activity has positive effects on young people are understood. Sports clubs are identified as potential environ­ments for physical activity. The reasons why young people with disabilities participate to a lower extent in organized sport is complex and barriers can be deriving from many different levels. However, barriers have been studied more than what can facilitate participation in organized sport. Therefor the aim of this study is to increase the understanding of how sports clubs include children and adolescents with disabilities in their activities. The results of this systematic search are presented using the three research questions: What are the characteristics of the sports clubs that include young people with disa­bilities?; How are the young people with disabilities included in sports clubs’ activities?; and finally Why are young people with disabilities included in the sports activities?. A vision must be to go from adapting physical activity for disabled persons to adapting physical activity for all people, because the di­versity of people’s reasons for doing sports, their differing backgrounds and their uniqueness all demand it. This will result in more people doing sports for longer in life.

  • 4.
    Jerlinder, Kajsa
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Idrottslärares attityder till inkluderande idrottsundervisning för elever med rörelsehinder.2010In: Specialpedagogisk tidskrift: att undervisa, ISSN 2000-429X, no 2, p. 4-5Article in journal (Other (popular science, discussion, etc.))
  • 5.
    Jerlinder, Kajsa
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Inclusive education: what is it, and for whom?: definitions and limitations2003In: Reach, ISSN 0790-8695, Vol. 16, no 2, p. 104-116Article in journal (Refereed)
  • 6.
    Jerlinder, Kajsa
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    International Review of Teachers' Attitudes to Inclusive Education: The case of Physical Education2009In: ISAPA, International Symposium of Adapted Physical Activity: Gävle, Sweden, June 2009, 2009, p. 1-10Conference paper (Refereed)
  • 7.
    Jerlinder, Kajsa
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Kartläggning av utbildningsutbudet inom anpassad fysisk aktivitet vid Sveriges folkhögskolor, högskolor och universitet2001Report (Other (popular science, discussion, etc.))
  • 8.
    Jerlinder, Kajsa
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Rättvis idrottsundervisning för elever med rörelsehinder - ett dilemma?2006In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, no 3, p. 42-44Article in journal (Other (popular science, discussion, etc.))
  • 9.
    Jerlinder, Kajsa
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Rättvis idrottsundervisning för elever med rörelsehinder: dilemma kring omfördelning och erkännande.2005Licentiate thesis, monograph (Other scientific)
  • 10.
    Jerlinder, Kajsa
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Rättvis idrottsundervisning för elever med rörelsehinder?: En empirisk illustration2010In: Article in journal (Refereed)
  • 11.
    Jerlinder, Kajsa
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Social rättvisa i inkluderande idrottsundervisning för elever med rörelsehinder: en utopi?2010Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

     

    The aim of this thesis is to contribute to the knowledgebase of inclusion and inclusive education and to outline possible consequences that may arise from an educational ideology of inclusion. The thesis describes a potential dilemma that is both theoretical and practical. The dilemma consists of, on the one hand, a need of identification and categorisation of specific groups in society in order to allocate and redistribute available resources, while, on the other hand, there is a need of social recognition of diversity in educational settings in order to achieve social justice and parity of participation. The inclusion of pupils with physical disabilities in the school subject of physical education (PE) is used as a particular example to illustrate a general dilemma. The specific aims were: i) to describe and apply a theoretical framework of ‘social status’ as a possible means of resolving the dilemma (study I); ii) to study PE teachers’ attitudes toward inclusive physical education (studies II and III); and iii) using a case study, to explore the experience of physical education through the eyes of a pupil with a physical impairment and his parents, classmates, PE teachers and personal assistant (study IV). Results show that Swedish PE teachers at primary school level are positive to inclusive PE for pupils with physical disabilities. Factors found to contribute to these positive attitudes were adequate training in inclusive education strategies, supportive school environments and personal resources. In a systematic review of international research PE teachers, in general, were found to have ambivalent attitudes to inclusive PE. This ambivalence was found over cultural borders among the 1200 respondents covered in the 15 articles reviewed and may indicate a latent awareness of the dilemma. Previous experience of having taught PE to pupils with physical disabilities, together with proper education in inclusion, mediated a more positive attitude. The case study of a 10-year-old boy with physical disabilities and significant others in his educational life proved to be a signal example of successful inclusion. Honneth’s three levels of social recognition were used in the analysis. Social recognition at individual, legal and value dimensions is a prerequisite for achieving social justice in inclusive PE settings. Finally, these findings, taken together, indicate a need to address social recognition and redistribution demands simultaneously in order to meet goals of equitable education for pupils with physical disabilities in inclusive PE teaching. Societal (external) and individual factors need to be combined when addressing the issue of social justice in inclusive education. A model of social status, developed by Fraser (2001; 2003), used in conjunction with the notion of plural identities is suggested as a possible resolution to the dilemma described in the thesis.

     

     

  • 12.
    Jerlinder, Kajsa
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Swedish PE Teachers' attitudes toward teaching pupils with physical disabilities in inclusive PE settings2009In: ISAPA, International Symposium of Adapted Physical Activity, 2009, p. 1-5Conference paper (Refereed)
  • 13.
    Jerlinder, Kajsa
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Vad behövs för att en inkluderande idrottsundervisning för elever med rörelsehinder ska fungera?2010Conference paper (Refereed)
  • 14.
    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
    Örebro universitet.
    ANED country report on equality of educational and training opportunities for young disabled people: Country: Sweden2010Report (Other academic)
    Abstract [en]

     

    The purpose of the report (Terms of Reference) is to review national implementation on equality of educational and training opportunities for young people, and in particular the National Strategic Reports of member states from a disability equality perspective in education and training, and provide the Commission with useful evidence in supporting disability policy mainstreaming. Country: Sweden.

     

  • 15.
    Jerlinder, Kajsa
    et al.
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Danermark, Berth
    Örebro universitet.
    Gill, Peter
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Normative approaches to justice in physical education for pupils with physical disabilities: dilemmas of recognition and redistribution2009In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 24, no 3, p. 331-342Article in journal (Refereed)
    Abstract [en]

    Seeking social justice in education for pupils with disabilities creates certain dilemmas. A ‘school for all’ means that educators are faced with a dilemma where the notion of ‘disability’ is perceived as ought not to matter, but where in actual fact it seems to matter very much! This article explores ways out of this general educational dilemma using the context of physical education (PE) for pupils with physical disabilities within the compulsory school as an example. Justice theories of resource distribution and cultural recognition affect educational outcomes, where demands are for justice and equity. Fraser’s (2000/2001) notion of ‘social status’, together with a pluralistic approach to identities where personal experiences are given a place, is used to suggest a solution to the dilemma. It is concluded that a redistribution of economic resources and social recognition is necessary if social justice within PE is to become a reality.

  • 16.
    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)
  • 17.
    Jerlinder, Kajsa
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Sports science.
    Geidne, Susanna
    Faculty of Medicine and Health, Örebro University.
    Documented inclusive physical activities for children and adolescents with disabilities withinsport clubs2017In: Nordic Sport Science Conference: 'The Double-Edged Sword of Sport: HealthPromotion Versus Unhealthy Environments’, 2017, p. 36-36Conference paper (Refereed)
    Abstract [en]

    Young people with disabilities participate to a lower extent in organized sport than their peers without disabilities. Research in this matter has previously focused on the complex barriers that restrict participation in sports clubs, rather then what can facilitate participation and inclusive activities. There is a need to study real examples of how sports clubs can include children and youth with disabilities in the sport program. An overview of inclusion in organized sports regarding children and adolescents with disabilities is lacking today. Therefor the aim of this study is to increase the understanding of how sports clubs include children and adolescents with disabilities in their activities. The results of this systematic search on documented inclusive physical activities within sport clubs shows that are few peer-reviewed studies that describe how (i) children and young people with disabilities are included in sports clubs’ regular, ongoing activities. The sports clubs rather worked with short term intervention-based activities in team-sports settings (what ii). The main documented reasons for sport clubs to inclusion in organized sport (why iii) were to increase the participation of youth with disabilities and to promote social contact between children with and without disabilities. The lack of documentation and the limited collective knowledge-based is discussed as a problem while implementing a successful inclusive approach on adapted physical activity in organized sport settings for all people longer time in life.

  • 18.
    Jerlinder, Kajsa
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Gill, Peter
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Systematic Review and Analysis of General Physical Education Teachers' attitudes to inclusion.2012In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed)
  • 19.
    Jerlinder, Kajsa
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Sports science.
    Klavina, Aija
    Latvian Academy of Sport Education, Latvia.
    Kristén, Lars
    Högskolan i Halmstad.
    Hammar, Lena
    National Agency for Special Needs Education and Schools (SPSM) Specialpedagogiska skolmyndigheten, Stockholm, Sweden.
    Soulie, Tine
    Danish Disability Sport Information Centre, Denmark.
    Cooperation directed learning in inclusive physical education2013In: NNDR – 12th Research Conference, May 30–31, 2013 in Turku, Finland : Abstact book, 2013, p. 97-97Conference paper (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 behaviors between students with and without disabilities in GPE. A design of multiple case study with elementary school age students with moderate disabilities (n=4) was used. Peer tutors (n=37) were students without disabilities who voluntary participated in peer tutor training program. The program included the collaborative learning values, teaching instructions and communication skills served as the independent measure. Dependent measures were multiple interactions between students with and without disabilities.

    Totally 43 observation sessions of inclusive GPE settings were collected on videotapes and analyzed using the Computerized Evaluation Protocol of Interactions in Physical Education (CEPI-PE). In addition, interviews with school personnel and children served as a complementary study outcome. The percentage of interactions between target students and peer tutors significantly increased (3.2% to 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). Interviews confirmed a positive class climate change and improvement in peer relation culture.

  • 20.
    Jerlinder, Kajsa
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Sports science.
    Soulié, Tine
    Handivid, DK.
    Inclusion in adapted physical activity in theory and practice: Educational and didactial reflections and discussion2013Conference paper (Other academic)
  • 21.
    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.

  • 22. Klavina, Aija
    et al.
    Kristén, Lars
    School of Social and Health Sciences, Halmstad University.
    Hammar, Lena
    Jerlinder, Kajsa
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Cooperation-Oriented Learning Using Peer Tutors for Increased Involvement in Physical Education2011Conference paper (Refereed)
  • 23.
    Klavina, Aija
    et al.
    Latvian Academy of Sport Education, Latvia.
    Kristén, Lars
    Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS).
    Hammar, Lena
    The National Agency for Special Needs Education and Schools, Sweden.
    Jerlinder, Kajsa
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Sports science.
    Soulie, Tine
    Danish Disability Sport Information Centre, Denmark.
    Cooperation Directed Learning in Inclusive Physical Education2013In: 6th Baltic Scientific Conference Sport Science for Sustainable Society Riga, LATVIA, April 2013., 2013, p. 79-79Conference paper (Refereed)
1 - 23 of 23
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