Henri Pesonen
Biographic Data
| ID | 3774078 |
|---|---|
| NAME | Henri Pesonen |
| GIVEN NAMES | Henri |
| FAMILY NAME | Pesonen |
| SIGNATURE | PESONEN H |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-5806-8572 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Early childhood education and care professionals’ accounts of challenging situations in Norwegian kindergartens
Professionals in Norwegian early childhood education and care (ECEC; e.g. ECEC teachers, special pedagogues, managers, assistants) face challenges such as staff shortages, increased job demands, absenteeism, growing child diversity and a lack of knowledge on special needs. They are expected to ensure inclusion and well-being of all children, yet discrepancies often arise between institutional expectations and the experiences professionals encount…
Narratives of a postgraduate student with disabilities and his journey to higher education
The number of students with disabilities (SwD) in higher education has steadily increased, yet concerns remain about their academic progression and degree completion. While much existing research focuses on undergraduate experiences, less is known about how postgraduate SwD reflect on and make sense of their educational journeys over time. This study addresses that gap through a narrative inquiry, exploring how Glenn, a master's student with disa…
Special Education Contents in Teacher Training Programs – Identifying the Need for Teachers’ Knowledge and Skills in Special Education in the Norwegian School Context Through Document Analysis and Int…
This study examines how the primary and lower secondary master’s degree programs in Norwegian teacher education prepare teachers to provide special education services in schools. The methods consist of semi-structured interviews with two student teachers and three newly educated teachers. In addition, we applied a document analysis of the curriculum in the primary and lower secondary teacher education, grades 5–10. The results documented that the…
Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens
It is well recognized that Norwegian kindergartens have an important role in ensuring inclusion among all children, but the actual implementation of inclusive practices can vary greatly in early childhood education. Particularly how the inclusion of children with Autism Spectrum Disorder (ASD) is supported in kindergartens has raised concerns, and research focusing on the current circumstances in Norway is scarce. To fill in this gap in research,…
Professionals’ stories of supporting belonging for autistic children in Finnish early childhood education and care
The important role of early childhood education and care in nurturing and ensuring belonging among all children is well recognised, but research specifically focused on how this is accomplished for autistic children is scarce. The aim of this study was to examine how supporting autistic children's belonging appeared in the stories of Finnish early childhood education and care professionals (e.g. early educators, special education teachers, and ea…
Identifying Strategies Teachers Apply to Establish Positive Relationships with Students
This study examines strategies that teachers apply to establish positive teacher-student relationships (TSRs). Positive TSRs have been documented to promote a positive learning environment, strengthen academic and social development, and prevent and/or decrease the frequency of disruptive behavior. The sample consists of 40 Norwegian teachers working in lower secondary schools and upper secondary education. Through qualitative semi-structured int…
The influence of mood and social relationships on the intensity of basic self-disturbance
Mood and social settings appear to be influencing factors in the expression and intensity of ASEs. These factors should be addressed in the clinical approach to BSD, and further studies investigating the influence of various psychosocial factors on BSD experiences should be conducted
Inclusion of immigrant students with special educational needs in Nordic countries
The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education
In this paper, we investigate the discursive positionings of early childhood special education teachers (ECSETs) in situations where they describe challenges in organizing the support for a child in interprofessional collaboration. Relaying on research on occupational well‐being of teachers, we state that such situations where professionals experience insurmountable challenges in organizing proper support for a child are potentially burdensome to…
Learning to Co-Teach
Research on how teachers learn to co-teach is scarce. In this systematic review, the PRISMA method was used to examine the relationship between teacher learning and co-teaching in professional development programmes. Inclusion criteria was used to identify 567 articles on K–12 co-teaching, published in 2009–2018. A detailed analysis of nine articles revealed that the linkage between co-teaching and teacher learning remained narrow. Various progra…
A socio-political approach on autistic students’ sense of belonging in higher education
Although an unprecedented number of autistic students are entering higher education, research focusing on their sense of belonging is scarce. Autistic students’ sense of belonging can be jeopardized due to the students’ encounters with a network of social expectations, activities, responses and biased attitudes. Using a participatory approach, our objective was to examine autistic university students’ perceptions about their sense of belonging wh…
Why we need a concept to describe collaborative support instead of labelling children as demanding
In this article, we draw on our research and expertise in a problematic concept of 'demanding special support children' in Finnish early childhood and basic education, and the scarce international research, to propose a concept regarding multidisciplinary and collaborative support for children.Our conceptualisation shifts the focus away from children's deficits to effective collaborative practices surrounding the child.This can facilitate compreh…
Autistic graduates
An unprecedented number of autistic people are completing university and they frequently face unemployment after graduation. However, research focusing on the forms of graduate capital and their employability is scarce. The focus of existing research has been on non-autistic, or neurotypical, graduates. The human, social, cultural, identity and psychological capital might be different for autistic graduates due to the characteristics of autism. U…
Politicising inclusive learning environments
Inclusive learning environments have been described as a crucial factor for fostering disabled students' sense of belonging in higher education. However, few empirical studies have elaborated on how learning environments contribute to disabled students' belonging. In this study, we have taken a socio-political approach and widen the theoretical understanding of 'belonging'. We analyse three Finnish disabled students' narrative interviews concerni…
Maternal Depressive Symptoms During the Pre- and Postnatal Periods and Infant Attention to Emotional Faces
We examined how infants’ attentional disengagement from happy, fearful, neutral, and phase-scrambled faces at 8 months, as assessed by eye tracking, is associated with trajectories of maternal depressive symptoms from early pregnancy to 6 months postpartum (decreasing n = 48, increasing n = 34, and consistently low symptom levels n = 280). The sample (mother–infant dyads belonging to a larger FinnBrain Birth Cohort Study) was collected between 5/…
Infant Sex Moderates the Effects of Maternal Pre‐ and Postnatal Stress on Executive Functioning at 8 Months of Age
Previous studies report that early life stress, including maternal pre‐ and postnatal stress, has adverse effects on cognitive development and that these associations might be sex‐specific. However, no studies exist on early life stress and infant executive functioning ( EF ). The aim of this study was to examine the relationship between maternal pre‐ and postnatal stress and infant EF , and whether these associations are moderated by infant sex.…
Why we need a concept to describe collaborative support instead of labelling children as demanding
In this article, we draw on our research and expertise in a problematic concept of 'demanding special support children' in Finnish early childhood and basic education, and the scarce international research, to propose a concept regarding multidisciplinary and collaborative support for children.Our conceptualisation shifts the focus away from children's deficits to effective collaborative practices surrounding the child.This can facilitate compreh…
Infant Sex Moderates the Effects of Maternal Pre‐ and Postnatal Stress on Executive Functioning at 8 Months of Age
Previous studies report that early life stress, including maternal pre‐ and postnatal stress, has adverse effects on cognitive development and that these associations might be sex‐specific. However, no studies exist on early life stress and infant executive functioning ( EF ). The aim of this study was to examine the relationship between maternal pre‐ and postnatal stress and infant EF , and whether these associations are moderated by infant sex.…
Maternal Depressive Symptoms During the Pre- and Postnatal Periods and Infant Attention to Emotional Faces
We examined how infants’ attentional disengagement from happy, fearful, neutral, and phase-scrambled faces at 8 months, as assessed by eye tracking, is associated with trajectories of maternal depressive symptoms from early pregnancy to 6 months postpartum (decreasing n = 48, increasing n = 34, and consistently low symptom levels n = 280). The sample (mother–infant dyads belonging to a larger FinnBrain Birth Cohort Study) was collected between 5/…
Autistic graduates
An unprecedented number of autistic people are completing university and they frequently face unemployment after graduation. However, research focusing on the forms of graduate capital and their employability is scarce. The focus of existing research has been on non-autistic, or neurotypical, graduates. The human, social, cultural, identity and psychological capital might be different for autistic graduates due to the characteristics of autism. U…
Politicising inclusive learning environments
Inclusive learning environments have been described as a crucial factor for fostering disabled students' sense of belonging in higher education. However, few empirical studies have elaborated on how learning environments contribute to disabled students' belonging. In this study, we have taken a socio-political approach and widen the theoretical understanding of 'belonging'. We analyse three Finnish disabled students' narrative interviews concerni…
A socio-political approach on autistic students’ sense of belonging in higher education
Although an unprecedented number of autistic students are entering higher education, research focusing on their sense of belonging is scarce. Autistic students’ sense of belonging can be jeopardized due to the students’ encounters with a network of social expectations, activities, responses and biased attitudes. Using a participatory approach, our objective was to examine autistic university students’ perceptions about their sense of belonging wh…
Why we need a concept to describe collaborative support instead of labelling children as demanding
In this article, we draw on our research and expertise in a problematic concept of 'demanding special support children' in Finnish early childhood and basic education, and the scarce international research, to propose a concept regarding multidisciplinary and collaborative support for children.Our conceptualisation shifts the focus away from children's deficits to effective collaborative practices surrounding the child.This can facilitate compreh…
Learning to Co-Teach
Research on how teachers learn to co-teach is scarce. In this systematic review, the PRISMA method was used to examine the relationship between teacher learning and co-teaching in professional development programmes. Inclusion criteria was used to identify 567 articles on K–12 co-teaching, published in 2009–2018. A detailed analysis of nine articles revealed that the linkage between co-teaching and teacher learning remained narrow. Various progra…
Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens
It is well recognized that Norwegian kindergartens have an important role in ensuring inclusion among all children, but the actual implementation of inclusive practices can vary greatly in early childhood education. Particularly how the inclusion of children with Autism Spectrum Disorder (ASD) is supported in kindergartens has raised concerns, and research focusing on the current circumstances in Norway is scarce. To fill in this gap in research,…
Professionals’ stories of supporting belonging for autistic children in Finnish early childhood education and care
The important role of early childhood education and care in nurturing and ensuring belonging among all children is well recognised, but research specifically focused on how this is accomplished for autistic children is scarce. The aim of this study was to examine how supporting autistic children's belonging appeared in the stories of Finnish early childhood education and care professionals (e.g. early educators, special education teachers, and ea…
Identifying Strategies Teachers Apply to Establish Positive Relationships with Students
This study examines strategies that teachers apply to establish positive teacher-student relationships (TSRs). Positive TSRs have been documented to promote a positive learning environment, strengthen academic and social development, and prevent and/or decrease the frequency of disruptive behavior. The sample consists of 40 Norwegian teachers working in lower secondary schools and upper secondary education. Through qualitative semi-structured int…
The influence of mood and social relationships on the intensity of basic self-disturbance
Mood and social settings appear to be influencing factors in the expression and intensity of ASEs. These factors should be addressed in the clinical approach to BSD, and further studies investigating the influence of various psychosocial factors on BSD experiences should be conducted
Inclusion of immigrant students with special educational needs in Nordic countries
The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education
In this paper, we investigate the discursive positionings of early childhood special education teachers (ECSETs) in situations where they describe challenges in organizing the support for a child in interprofessional collaboration. Relaying on research on occupational well‐being of teachers, we state that such situations where professionals experience insurmountable challenges in organizing proper support for a child are potentially burdensome to…
Early childhood education and care professionals’ accounts of challenging situations in Norwegian kindergartens
Professionals in Norwegian early childhood education and care (ECEC; e.g. ECEC teachers, special pedagogues, managers, assistants) face challenges such as staff shortages, increased job demands, absenteeism, growing child diversity and a lack of knowledge on special needs. They are expected to ensure inclusion and well-being of all children, yet discrepancies often arise between institutional expectations and the experiences professionals encount…
Narratives of a postgraduate student with disabilities and his journey to higher education
The number of students with disabilities (SwD) in higher education has steadily increased, yet concerns remain about their academic progression and degree completion. While much existing research focuses on undergraduate experiences, less is known about how postgraduate SwD reflect on and make sense of their educational journeys over time. This study addresses that gap through a narrative inquiry, exploring how Glenn, a master's student with disa…
Special Education Contents in Teacher Training Programs – Identifying the Need for Teachers’ Knowledge and Skills in Special Education in the Norwegian School Context Through Document Analysis and Int…
This study examines how the primary and lower secondary master’s degree programs in Norwegian teacher education prepare teachers to provide special education services in schools. The methods consist of semi-structured interviews with two student teachers and three newly educated teachers. In addition, we applied a document analysis of the curriculum in the primary and lower secondary teacher education, grades 5–10. The results documented that the…
Psychology (11 works) · Developmental psychology (10 works) · Pedagogy (6 works) · Family and Disability Support Research (5 works) · Sociology (5 works) · Autism (4 works) · Disability Education and Employment (4 works) · Social Psychology (4 works) · Social science (4 works) · Clinical Psychology (3 works)