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Publications (10 of 38) Show all publications
Gardelli, V., Backman, Y., Franklin, A. & Gardelli, Å. (2023). ’You Talk and Try to Think, Together’ - A Case Study of a Student Diagnosed with Autism Spectrum Disorder Participating in Philosophical Dialogues. Childhood & Philosophy, 19, 1-28
Open this publication in new window or tab >>’You Talk and Try to Think, Together’ - A Case Study of a Student Diagnosed with Autism Spectrum Disorder Participating in Philosophical Dialogues
2023 (English)In: Childhood & Philosophy, ISSN 2525-5061, E-ISSN 1984-5987, Vol. 19, p. 1-28Article in journal (Refereed) Published
Abstract [en]

We present results from a single case study based on semi-structured interviews with a student (a boy in school year 3) diagnosed with autism spectrum disorder and his school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. The student participated in a seven week long long intervention with a total of 12 philosophical dialogues (ranging from 45 to 60 minutes). Two facilitators, both with years of facilitation experience and teacher degree and at least BA in philosophy, facilitated the majority of the dialogues, mainly followed a ”routine” procedure. The student was interviewed in direct connection to the end of the intervention about his experiences from the dialogues and his perceptions about wether and how the dialogues had influenced him. The student’s two teachers, who had participated in the dialogues as participants, were interviewed as a pair, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. These staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. The data from the study include detailed elaborations from a student perspective of different effects on the student’s communicative and cognitive development, which are in several respects supported also by staff reports. The results show that the student was able, interested, and willing to participate in philosophical dialogues, and our data point to several positive outcomes for the student in the communicative and cognitive domains.

Place, publisher, year, edition, pages
State University of Rio de Janeiro, 2023
Keywords
autism spectrum disorder, communication difficulties, philosophy for children, philosophy with children, philosophical dialogue, philosophy, special needs education, education, school, pedagogy, case study, autism, kommunikationssvårigheter, filosofi med barn, filosofi, filosofiska samtal, kommunikation, npf, neuropsykiatriska funktionsnedsättningar, skola, utbildning, specialpedagogik, pedagogik, särskilda behov, funktionsnedsättning, funktionsvariation, fallstudie
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-96231 (URN)10.12957/childphilo.2023.70493 (DOI)2-s2.0-85162118467 (Scopus ID)
Note

Validerad;2023;Nivå 2;2023-05-05 (joosat);

Available from: 2023-03-23 Created: 2023-03-23 Last updated: 2023-10-11Bibliographically approved
Backman, Y., Gardelli, V., Gardelli, Å. & Franklin, A. (2022). Results from a PwC Intervention in a Swedish Socio-economically Disadvantaged School – A Multiple Case Study of Students Diagnosed with Neurodevelopmental Disorders. In: : . Paper presented at 20th Biennial ICPIC Conference – Philosophy in and beyond the classroom: P4wC across Cultural, Social, and Political Differences, Tokyo, Japan [ONLINE], August 8-11, 2022.
Open this publication in new window or tab >>Results from a PwC Intervention in a Swedish Socio-economically Disadvantaged School – A Multiple Case Study of Students Diagnosed with Neurodevelopmental Disorders
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

We will present results from a multiple case study based on interviews with students diagnosed with neurodevelopment disorders and their school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. Two small school classes participated in 12 philosophical dialogues each (ranging from 45 to 60 minutes) during a total of seven weeks. Two facilitators, both with years of facilitation experience and teacher degree and at least BA in philosophy, facilitated the majority of the dialogues. 

The philosophical dialogues mainly followed a ”routine” procedure, but a few differences can be noted. First, one of the facilitators wrote short stories prompting interest in contestable issues during the intervention, which helped the stimuli to get adapted to the groups’ developing interests. Second, in the start-up phase of several dialogues, the students were encouraged to practice dialogic skills through randomly assigned individual and group tasks based on both the jointly decided rules for interaction and on ART for kids (a tool for children to become aware of and evaluate dialogic quality and progress in inquiry dialogic sessions). During meta-dialogue, the groups returned to these tasks in order to increase meta-cognitive awareness, evaluate group performance, and set up short term goals for the upcoming session. Third, during two sessions, the sessions were organized in the form of a dialogic puzzle. 

The sample in this multiple case study contains students from two school classes (school years 3 and 4) in a Swedish elementary school. The school was small (about 150 students in total), rural, and ranked among the 10 % most socio-economically disadvantaged in Sweden. The school included students from around 20 different countries and about 20 % of the schools’ students were asylum seekers. All the students in the multiple case study were diagnosed with different neurodevelopmental disorders, such as attention deficit hyperactivity disorder (ADHD), attention deficit disorder (ADD), autism spectrum disorder (ASD), and severe developmental language disorder (DLD).

We interviewed the students, four teachers who participated in the dialogues, and the school principal. The students were interviewed individually in direct connection to the end of the intervention about their experiences from the dialogues and their perceptions about the influence of the dialogues. The interviewed teachers (two in each grade) were those who had participated in the dialogues. They were interviewed in pairs, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. The staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. All interviews were semistructured. 

For each student, we present data from both student and staff interviews. We strive to give a representative picture of both the advantages and disadvantages expressed by students and staff. 

Keywords
Philosophy, Philosophy with Children, Philosophical dialogues, P4wC, Special Needs Education, Neurodevelopmental Disorders, School, Filosofi, Filosofi med barn, Filosofiska samtal, P4wC, Specialpedagogik, NPF, Skola
National Category
Philosophy Pedagogy
Identifiers
urn:nbn:se:ltu:diva-88673 (URN)
Conference
20th Biennial ICPIC Conference – Philosophy in and beyond the classroom: P4wC across Cultural, Social, and Political Differences, Tokyo, Japan [ONLINE], August 8-11, 2022
Available from: 2022-01-06 Created: 2022-01-06 Last updated: 2023-01-19Bibliographically approved
Andersson, A.-L., Öhman, H., Gardelli, Å., Nyström, L. & Kostenius, C. (2021). "När hela hjärtat var med" - personal och elever arbetade hälsofrämjande på Töreskolan. In: Eva Hjörne; Roger Säljö (Ed.), Elevhälsa och en hälsofrämjande skolutveckling: I teori och praktik (pp. 255-264). Gleerups Utbildning AB
Open this publication in new window or tab >>"När hela hjärtat var med" - personal och elever arbetade hälsofrämjande på Töreskolan
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2021 (English)In: Elevhälsa och en hälsofrämjande skolutveckling: I teori och praktik / [ed] Eva Hjörne; Roger Säljö, Gleerups Utbildning AB, 2021, p. 255-264Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2021
National Category
Pedagogy Nursing
Research subject
Nursing; Education
Identifiers
urn:nbn:se:ltu:diva-83058 (URN)
Note

ISBN för värdpublikation: 9789151105505

Available from: 2021-02-24 Created: 2021-02-24 Last updated: 2021-02-24Bibliographically approved
Backman, Y., Gardelli, Å., Gardelli, V. & Strömberg, C. (2019). Filosofiska samtal för kommunikativ delaktighet. Tidningen Afasi (4), 26-27
Open this publication in new window or tab >>Filosofiska samtal för kommunikativ delaktighet
2019 (Swedish)In: Tidningen Afasi, ISSN 2001-9564, no 4, p. 26-27Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [en]

En forskargrupp vid Luleå tekniska universitetet har bedrivit filosofiska samtal med ungdomar och vuxna med förvärvade hjärnskador och deras personal i en folkhögskola och i en dagverksamhet.

Place, publisher, year, edition, pages
Afasiförbundet, 2019
Keywords
filosofiska samtal, filosofi, pedagogik, specialpedagogik
National Category
Philosophy Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-81021 (URN)
Projects
Utbildning för delaktighet – att filosofera tillbaka ett 'nytt' liv efter förvärvad hjärnskada
Funder
Swedish Research Council
Note

Godkänd;2020;Nivå 0;2020-10-13 (alebob)

Available from: 2020-10-05 Created: 2020-10-05 Last updated: 2021-06-03Bibliographically approved
Näslund, R. & Gardelli, Å. (2019). ‘We Can and We Want To’: People with Disabilities Intra-acting with Researchers and Technology in Research. Work Based Learning e-Journal International, 8(1), 67-84
Open this publication in new window or tab >>‘We Can and We Want To’: People with Disabilities Intra-acting with Researchers and Technology in Research
2019 (English)In: Work Based Learning e-Journal International, E-ISSN 2044-7868, Vol. 8, no 1, p. 67-84Article in journal (Refereed) Published
Abstract [en]

This article aims to offer insights into how people living with intellectual disabilities by intraacting with researchers and technology, can inform and improve participation in research and the dissemination of it. It draws upon the experiences from adults with intellectual disabilities and researchers participating in the production of audio-visual material. The audio-visual material was initiated and produced by a team in UK with participants living with intellectual disabilities and was based on an earlier article written by the two researchers. This current article highlights the importance of enabling people with disabilities to participate in the research (in various phases, settings, and ways) and as such also make accountable knowledge claims which can bear effects on the life of people with disabilities in their everyday practices and in relation to technology (such as information and communication technology, ICT). The approach, based on a material-semiotic and intra-actional understanding sheds light on the following questions: How can research be guided so that people with intellectual disabilities, the target groups of the research, become involved as actors and participants in the various phases of research concerning them? Can technology, such as Information and Communication Technologies (ICT), empower people with intellectual disabilities to become involved in research concerning them? And if so, in what ways.

Place, publisher, year, edition, pages
Middlesex University Press, 2019
Keywords
disability, ICT, intra-action, material-semiotic, participation, research
National Category
Social Sciences Other Engineering and Technologies not elsewhere specified Pedagogy
Research subject
Industrial Design; Education
Identifiers
urn:nbn:se:ltu:diva-73944 (URN)
Note

Validerad;2019;Nivå 1;2019-05-15 (johcin)

Available from: 2019-05-15 Created: 2019-05-15 Last updated: 2024-04-30Bibliographically approved
Kokkola, L., Öqvist, A., Gardelli, Å., Lindström, L. & Nordlund, M. (2018). Improving learning outcomes in the Swedish school system. In: Editors Johan Frishammar Åsa Ericson (Ed.), Addressing Societal Challenges: (pp. 53-70). Luleå: Luleå University of Technology
Open this publication in new window or tab >>Improving learning outcomes in the Swedish school system
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2018 (English)In: Addressing Societal Challenges / [ed] Editors Johan Frishammar Åsa Ericson, Luleå: Luleå University of Technology, 2018, p. 53-70Chapter in book (Refereed)
Abstract [en]

The lack lustre performance of Swedish compulsory schoolsover the past few decades does not need to define its future.As this report will show, the main challenges facing the Swedisheducation system do not stem from a lack of resources.The effective implementation of research based innovationsand improvements in organization could tackle many of thesystemic weaknesses in the education system, thereby ensuringa brighter future. By addressing existing difficulties in theteaching and delivery of the curriculum and ensuring pupilswho are at risk are able to flourish, learning outcomes will beimproved. This, in turn, will reduce inequality, thereby improvingthe life-opportunities of young people and maintaining thehigh standard of living enjoyed in Sweden.

Place, publisher, year, edition, pages
Luleå: Luleå University of Technology, 2018
National Category
Didactics Pedagogy
Research subject
English and Education; Education
Identifiers
urn:nbn:se:ltu:diva-68010 (URN)978-91-7790-061-0 (ISBN)978-91-7790-073-3 (ISBN)
Available from: 2018-03-20 Created: 2018-03-20 Last updated: 2023-09-05Bibliographically approved
Backman, Y., Gardelli, T., Gardelli, V., Strömberg, C. & Gardelli, Å. (2018). Research Methods in the Swedish project Education for Participation: Philosophizing back a ‘New’ Life After Acquired Brain Injury. In: García, F; Duthie, E. & Robles, R. (Ed.), Parecidos de familia: Propuestas actuales en Filosofía para Niños (pp. 482-490). Madrid: Anaya
Open this publication in new window or tab >>Research Methods in the Swedish project Education for Participation: Philosophizing back a ‘New’ Life After Acquired Brain Injury
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2018 (English)In: Parecidos de familia: Propuestas actuales en Filosofía para Niños / [ed] García, F; Duthie, E. & Robles, R., Madrid: Anaya , 2018, p. 482-490Chapter in book (Refereed)
Abstract [en]

Annually, more than ten million people in all age groups in the world experience an acquired brain injury (‘ABI’), which is a brain injury caused after birth by external forces (e.g. motor vehicle accidents) or certain internal factors (e.g. stroke). Brain injury survivors are often left with long-term impairments in cognitive, social, or emotional functioning. Despite a promising outset, research on the effectiveness of philosophical dialogues as an educational method for persons with ABI to increase their cognitive, social, and emotional functioning has, to our knowledge, been virtually non-existent. The present research project targets this and uses a pretest-posttest and mixed-method triangulation design and attempts to measure effects of two small-scale interventions carried out in the northern part of Sweden. In this text, the project’s research design, data production, and data processing are described. 

Place, publisher, year, edition, pages
Madrid: Anaya, 2018
Keywords
Acquired brain injury (ABI), Argumentation Rating Tool, disabilities, interviews, P4C, philosophical dialogues, PwC, traumatic brain injury (TBI)
National Category
Philosophy Pedagogy Law (excluding Law and Society)
Research subject
Philosophy; Education; Law
Identifiers
urn:nbn:se:ltu:diva-69886 (URN)
Projects
Utbildning för delaktighet – att filosofera tillbaka ett 'nytt' liv efter förvärvad hjärnskada
Funder
Swedish Research Council, 721-2013-2161
Note

Bokens engelska titel: Family ressemblances. Current proposals in Philosophy for Children

Available from: 2018-08-15 Created: 2018-08-15 Last updated: 2020-06-11Bibliographically approved
Gardelli, Å., Backman, Y., Gardelli, T., Gardelli, V., Jacobsson, L. & Strömberg, C. (2018). Utbildning för delaktighet: att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada. In: Resultatdialog 2018: (pp. 49-52). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Utbildning för delaktighet: att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada
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2018 (Swedish)In: Resultatdialog 2018, Stockholm: Vetenskapsrådet , 2018, p. 49-52Chapter in book (Other academic)
Abstract [sv]

Ett stort antal personer i Sverige drabbas varje år av förvärvade hjärnskador, ofta med livslånga konsekvenser som nedsatta kognitiva, kommunikativa och sociala förmågor, samt minskat välbefinnande. Detta kan leda till utanförskap, svårigheter med studier, långvarig arbetslöshet och stort lidande för den drabbade och anhöriga, liksom till stora samhälleliga kostnader. Filosofiska samtal har visat sig ha positiva effekter för barn. Vår studie visar att sådana samtal framgångsrikt kan användas också i utbildning för personer med förvärvade hjärnskador. Den antyder positiva effekter inom bland annat kognitiv, kommunikativ och social utveckling.

Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2018
Keywords
filosofiska samtal, filosofi, pedagogik, specialpedagogik
National Category
Pedagogy Philosophy Other Health Sciences
Identifiers
urn:nbn:se:ltu:diva-73872 (URN)978-91-7307-374-5 (ISBN)
Projects
Utbildning för delaktighet – att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada
Funder
Swedish Research Council
Available from: 2019-05-07 Created: 2019-05-07 Last updated: 2020-06-11Bibliographically approved
Gardelli, Å. & Hedström Durhan, P. (2017). Det behövs bättre kunskap om AKK. Intra (4)
Open this publication in new window or tab >>Det behövs bättre kunskap om AKK
2017 (Swedish)In: Intra, ISSN 1102-4143, no 4Article in journal (Refereed) Published
Abstract [sv]

Att kommunicera är en grundläggande mänsklig rättighet och kommunikation är en förutsättning för delaktighet, medbestämmande och självständighet. Många personer med funktionsnedsättningar har kommunikationssvårigheter. För att de ska kunna utöva sin rätt till självbestämmande och inflytande bör därför personal inom Socialförvaltningens verksamheter kunna ge stöd till kommunikation. I Luleå har man utbildat all LSS-personal i AKK (Alternativ kompletterande kommunikation). Det har gett fina resultat.

Place, publisher, year, edition, pages
Stiftelsen Intra, 2017
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-66883 (URN)
Available from: 2017-12-04 Created: 2017-12-04 Last updated: 2021-10-25Bibliographically approved
Backman, Y., Gardelli, T., Gardelli, V., Gardelli, Å. & Strömberg, C. (2017). Mental well-being and philosophy for persons with acquired brain injuries. In: : . Paper presented at 18th ICPIC Conference: Family resemblances, Madrid, Spain, June 28 – July 1, 2017.
Open this publication in new window or tab >>Mental well-being and philosophy for persons with acquired brain injuries
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2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

According to previous reports, mental well-being is conducive to increased pro-social behavior and achievement in several domains. Previous studies have also indicated that P4C has a positive impact on mental well-being. In this paper, we discuss how philosophical dialogues affect the mental well-being of persons with acquired brain injuries (ABI), a group for which increases in mental and social well-being as well as performance are especially important. The paper is based on a small-scale study carried out by the researchers in the ongoing research project Education for Participation – Philosophizing back a ”new” life after acquired brain injury (funded by the Swedish Research Council). The research group has attempted to assess effects of two single group small-scale interventions (a weak experimental pre-test post-test design with the two experimental groups as control groups before the intervention started) that were made in the northern part of Sweden. The two groups participated in twelve philosophical dialogues each during a period of fifteen weeks from January 2015 to May 2015. In addition to the persons with ABI, staff participated in the philosophical dialogues in both groups. Besides cognition and communication measurements, the research group measured subjective well-being, which is targeted in this paper. Individual in-depth semi-structured interviews were carried out with all of the participants with ABI based on the following two subjective well-being measurements: (i) the Cantril Ladder, and (ii) The Satisfaction With Life Scale. To utilize the Cantril Ladder, we partly adapted it for the study population and translated it to Swedish. We used the recommended non-verbal ladder device ranging from 0–10, where the top was described as the best life, and the bottom the worst life, as the interviewee defined it. Each interviewee was asked questions about how he/she defined the best and the worst possible future life in terms of happiness and unhappiness, where he/she thinks he/she stands on the ladder today, where he/she stood five years ago, where he/she stood before the ABI, and where he/she will stand in the future. The Satisfaction With Life Scale ranges form 1–7 and contains the following five items: 1) ”In most ways my life is close to my ideal.”, 2) ”The conditions of my life are excellent.”, 3) ”I am satisfied with my life.”, 4) ”So far I have gotten the important things I want in life.”, and 5) ”If I could live my life over, I would change almost nothing.”. (We used a Swedish translation of the questions.) The data collection was finished in June 2015. In this paper, we present some preliminary results. In short, the processed data (to date) indicate that the philosophical dialogues were accompanied by an increase in subjective well-being among the participants with ABI, which makes the case stronger for P4C/PWC as an educational method applicable also in special needs education.

National Category
Pedagogy Philosophy
Research subject
Education; Philosophy
Identifiers
urn:nbn:se:ltu:diva-66583 (URN)
Conference
18th ICPIC Conference: Family resemblances, Madrid, Spain, June 28 – July 1, 2017
Funder
Swedish Research Council, 721-2013-21-61
Available from: 2017-11-14 Created: 2017-11-14 Last updated: 2020-06-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1166-0998

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