Linda Plantin Ewe
Biographic Data
| ID | 4628160 |
|---|---|
| NAME | Linda Plantin Ewe |
| GIVEN NAMES | Linda Plantin |
| FAMILY NAME | Ewe |
| SIGNATURE | EWE L P |
| AFFILIATIONS | Kristianstad University |
| ORCID | 0000-0003-1027-0269 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Relational Competence in Educating Adolescent Girls with Neurodevelopmental Disorders
The quality of teacher–student relationships is critical for students with neurodevelopmental disorders (NDDs), who often struggle with social interaction and emotional regulation. However, research on how students with NDDs perceive their teachers’ relational competence remains scarce, particularly that regarding female students. To address this gap, this qualitative study examines teachers’ relational competence from the perspectives of adolesc…
Thriving Children’s Emotional Self-Regulation in Preschool
The primary aim of this article is to investigate and expand the existing knowledge on preschool children’s emotional self-regulation within the preschool setting and to explore how this critical skill can be effectively supported. This study is grounded in an interactionist perspective, viewing education as fundamentally relational. The methodology involved a systematic literature review of contemporary research focused on emotional self-regulat…
Teachers' relational competence towards students with neurodevelopmental symptoms
Teacher–student relationships (TSRs) are key factors for at‐risk students. However, little is known regarding how TSRs are built through interactions with students with neurodevelopmental disorders (NDDs). This study provides an in‐depth analysis of a teacher's relational competence in relation to a student with NDD symptoms. We used microscopic relational analysis to scrutinise a TSR, focusing on a brief classroom episode selected from a sample …
Universal Design for Learning across Formal School Structures in Europe—A Systematic Review
Over the past two decades, there has been a global movement towards creating more inclusive education systems and learning environments, which involves adopting transformative pedagogies, such as Universal Design for Learning (UDL). However, empirical research on UDL conducted across Europe has primarily focused on the higher education context, resulting in limited knowledge or publications on formal school settings. Therefore, the purpose of thi…
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Universal Design for Learning across Formal School Structures in Europe—A Systematic Review
Over the past two decades, there has been a global movement towards creating more inclusive education systems and learning environments, which involves adopting transformative pedagogies, such as Universal Design for Learning (UDL). However, empirical research on UDL conducted across Europe has primarily focused on the higher education context, resulting in limited knowledge or publications on formal school settings. Therefore, the purpose of thi…
Thriving Children’s Emotional Self-Regulation in Preschool
The primary aim of this article is to investigate and expand the existing knowledge on preschool children’s emotional self-regulation within the preschool setting and to explore how this critical skill can be effectively supported. This study is grounded in an interactionist perspective, viewing education as fundamentally relational. The methodology involved a systematic literature review of contemporary research focused on emotional self-regulat…
Teachers' relational competence towards students with neurodevelopmental symptoms
Teacher–student relationships (TSRs) are key factors for at‐risk students. However, little is known regarding how TSRs are built through interactions with students with neurodevelopmental disorders (NDDs). This study provides an in‐depth analysis of a teacher's relational competence in relation to a student with NDD symptoms. We used microscopic relational analysis to scrutinise a TSR, focusing on a brief classroom episode selected from a sample …
Relational Competence in Educating Adolescent Girls with Neurodevelopmental Disorders
The quality of teacher–student relationships is critical for students with neurodevelopmental disorders (NDDs), who often struggle with social interaction and emotional regulation. However, research on how students with NDDs perceive their teachers’ relational competence remains scarce, particularly that regarding female students. To address this gap, this qualitative study examines teachers’ relational competence from the perspectives of adolesc…
Autism Spectrum Disorder Research (2 works) · Psychology (2 works) · Bullying, Victimization, and Aggression (1 works) · Collaborative Teaching and Inclusion (1 works) · Developmental psychology (1 works) · Digital Accessibility for Disabilities (1 works) · Disability Education and Employment (1 works) · Early Childhood Education and Development (1 works) · Emotional competence (1 works) · Empirical research (1 works)