Nina Klang
Biographic Data
| ID | 6689148 |
|---|---|
| NAME | Nina Klang |
| GIVEN NAMES | Nina |
| FAMILY NAME | Klang |
| SIGNATURE | KLANG N |
| AFFILIATIONS | Uppsala University |
| ORCID | 0000-0002-0027-084X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Enhancing school professionals’ capacity for inclusive education
Supporting inclusive education through interprofessional collaboration requires developing capacity among school professionals. Partnering for Change (P4C) fosters inclusive-learning environments through teacher–occupational therapist (OT) partnerships, but its capacity development process is underexplored outside of Canada. To explore capacity development to create inclusive learning environments among teachers and OTs during interprofessional c…
What Are Priorities and Didactic Choices of Teachers at Schools for Swedish Students with Intellectual Disability?—A Study of Teacher-Initiated Professional Development in a Swedish Context
This article presents findings from an ongoing project focused on teaching in Schools for Students with Intellectual Disabilities (SSIDs) in Sweden. Methodologically, the project employs professional development circles as a collaborative working method, aiming to bridge the gap between research and practice by facilitating dialog between teachers and researchers. Through qualitative content analysis of data collected from these circles, the stud…
Evaluation of the Collaborative and Proactive Solutions Model in an Alternative Educational Setting
The aim of this study was to evaluate the Collaborative and Proactive Solutions (CPS) intervention in an alternative educational setting for students with behavioural problems. The effect of the CPS intervention on students’ off-task behaviour was studied using a single-subject experimental design that included two students with behavioural problems via systematic direct observations and direct behaviour ratings. The usability of the CPS interven…
Viewing inclusion through the lens of democracy—Conceptualizations and enactments in three early childhood educational settings
Research on inclusion in early childhood educational (ECE) settings points to the need for a deeper understanding of professionals' perceptions of the dilemmas and challenges situated in the varying contexts of these settings. Viewing inclusion as a complex phenomenon, this study uses the Deweyan theory of democracy as a lived experience to describe how professionals in three ECE settings understand the values of inclusion and democracy and how t…
Construction of learning environments
Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning env…
Positive behavior support in school – a quasi-experimental mixed methods study and a randomized controlled trial
ClinicalTrials.gov Identifier: NCT06270914 on the 22nd of February, 2024 (retrospectively registered)
Partnering for change (P4C) in Sweden- a study protocol of a collaborative school-based service delivery model to create inclusive learning environments
NCT05435937
Mathematical Problem-Solving Through Cooperative Learning—The Importance of Peer Acceptance and Friendships
Mathematical problem-solving constitutes an important area of mathematics instruction, and there is a need for research on instructional approaches supporting student learning in this area. This study aims to contribute to previous research by studying the effects of an instructional approach of cooperative learning on students’ mathematical problem-solving in heterogeneous classrooms in grade five, in which students with special needs are educat…
Special needs educators’ roles and work in relation to recently arrived immigrant pupils in need of special educational support
Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article repor…
Segregated education as a challenge to inclusive processes
Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in ‘regular’ education in many countries. This survey study investigates the views of teachers in segregated types…
Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are pre…
Segregated education as a challenge to inclusive processes
Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in ‘regular’ education in many countries. This survey study investigates the views of teachers in segregated types…
Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are pre…
Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are pre…
Segregated education as a challenge to inclusive processes
Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in ‘regular’ education in many countries. This survey study investigates the views of teachers in segregated types…
Mathematical Problem-Solving Through Cooperative Learning—The Importance of Peer Acceptance and Friendships
Mathematical problem-solving constitutes an important area of mathematics instruction, and there is a need for research on instructional approaches supporting student learning in this area. This study aims to contribute to previous research by studying the effects of an instructional approach of cooperative learning on students’ mathematical problem-solving in heterogeneous classrooms in grade five, in which students with special needs are educat…
Special needs educators’ roles and work in relation to recently arrived immigrant pupils in need of special educational support
Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article repor…
Partnering for change (P4C) in Sweden- a study protocol of a collaborative school-based service delivery model to create inclusive learning environments
NCT05435937
Evaluation of the Collaborative and Proactive Solutions Model in an Alternative Educational Setting
The aim of this study was to evaluate the Collaborative and Proactive Solutions (CPS) intervention in an alternative educational setting for students with behavioural problems. The effect of the CPS intervention on students’ off-task behaviour was studied using a single-subject experimental design that included two students with behavioural problems via systematic direct observations and direct behaviour ratings. The usability of the CPS interven…
Viewing inclusion through the lens of democracy—Conceptualizations and enactments in three early childhood educational settings
Research on inclusion in early childhood educational (ECE) settings points to the need for a deeper understanding of professionals' perceptions of the dilemmas and challenges situated in the varying contexts of these settings. Viewing inclusion as a complex phenomenon, this study uses the Deweyan theory of democracy as a lived experience to describe how professionals in three ECE settings understand the values of inclusion and democracy and how t…
Construction of learning environments
Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning env…
Positive behavior support in school – a quasi-experimental mixed methods study and a randomized controlled trial
ClinicalTrials.gov Identifier: NCT06270914 on the 22nd of February, 2024 (retrospectively registered)
What Are Priorities and Didactic Choices of Teachers at Schools for Swedish Students with Intellectual Disability?—A Study of Teacher-Initiated Professional Development in a Swedish Context
This article presents findings from an ongoing project focused on teaching in Schools for Students with Intellectual Disabilities (SSIDs) in Sweden. Methodologically, the project employs professional development circles as a collaborative working method, aiming to bridge the gap between research and practice by facilitating dialog between teachers and researchers. Through qualitative content analysis of data collected from these circles, the stud…
Enhancing school professionals’ capacity for inclusive education
Supporting inclusive education through interprofessional collaboration requires developing capacity among school professionals. Partnering for Change (P4C) fosters inclusive-learning environments through teacher–occupational therapist (OT) partnerships, but its capacity development process is underexplored outside of Canada. To explore capacity development to create inclusive learning environments among teachers and OTs during interprofessional c…
Psychology (9 works) · Collaborative Teaching and Inclusion (7 works) · Mathematics education (7 works) · Pedagogy (6 works) · Social Psychology (5 works) · Teacher Education and Leadership Studies (5 works) · Disability Education and Employment (4 works) · Political science (4 works) · Sociology (4 works) · Computer Science (3 works)