Citations (28)
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Johannes Finnman, Maja Söderbäck, Madeleine Sjöman, Jonas Welander & Lena Almqvist. (2023) Challenges to Relational Commitments of Preschool Staff in Supporting Children in Contexts with a High Proportion of Early Second Language Learners in Sweden. Early Education and Development 0:0, pages 1-19.
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Hilmi Jelleli, Noomen Guelmami, Khouloud Ben Mohamed, Omar Hindawi & Anissa Bouassida. (2022) Reliability and Validity of the Arabic Version of Attitudes Towards Intellectual Disability Questionnaire-Short Form (A-ATTID-S). Psychology Research and Behavior Management 15, pages 1283-1293.
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Maria Gladh, Mara Westling Allodi, Eva Siljehag & Samuel L. Odom. (2022) Social validity and psychometric properties of Teacher Impression Scale – A pilot study. European Journal of Special Needs Education 37:3, pages 461-476.
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Frida Åström, Eva Björck-Åkesson, Madeleine Sjöman & Mats Granlund. (2022) Everyday environments and activities of children and teachers in Swedish preschools. Early Child Development and Care 192:2, pages 187-202.
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Aakash Johry & Ravi Poovaiah. (2019) Playfulness through the lens of toy design: a study with Indian preschool children with intellectual disability. International Journal of Play 8:3, pages 255-275.
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Vera Coelho, Joana Cadima & Ana Isabel Pinto. (2019) Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting. Early Education and Development 30:6, pages 800-816.
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Marita Falkmer, Kirsty Oehlers, Mats Granlund & Torbjörn Falkmer. (2015) Can you see it too? Observed and self-rated participation in mainstream schools in students with and without autism spectrum disorders. Developmental Neurorehabilitation 18:6, pages 365-374.
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Mats Granlund & Anne Lillvist. (2015) Factors influencing participation by preschool children with mild intellectual disabilities in Sweden: with or without diagnosis. Research and Practice in Intellectual and Developmental Disabilities 2:2, pages 126-135.
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Aristea Fyssa, Anastasia Vlachou & Elias Avramidis. (2014) Early childhood teachers' understanding of inclusive education and associated practices: reflections from Greece. International Journal of Early Years Education 22:2, pages 223-237.
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Gregor Maxwell, Lilly Augustine & Mats Granlund. (2012) Does thinking and doing the same thing amount to involved participation? Empirical explorations for finding a measure of intensity for a third ICF-CY qualifier. Developmental Neurorehabilitation 15:4, pages 274-283.
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Articles from other publishers (18)
Jenny Samuelsson, Emil Holmer, Jakob Å. Johnels, Lisa Palmqvist, Mikael Heimann, Monica Reichenberg & Gunilla Thunberg. (2023) My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats. British Journal of Learning Disabilities.
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Frida Åström & Lena Almqvist. (2022) Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play. Frontiers in Education 7.
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Maria Gladh, Eva Siljehag, Mara Westling Allodi & Samuel L. Odom. (2022) Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools. Frontiers in Education 7.
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Berit M. Gustafsson, Per A. Gustafsson, Mats Granlund, Marie Proczkowska & Lena Almqvist. (2020) Longitudinal pathways of engagement, social interaction skills, hyperactivity and conduct problems in preschool children. Scandinavian Journal of Psychology 62:2, pages 170-184.
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Frida Lygnegård, Mats Granlund, Sabina Kapetanovic, Lilly Augustine & Karina Huus. (2021) Short-term longitudinal participation trajectories related to domestic life and peer relations for adolescents with and without self-reported neurodevelopmental impairments. Heliyon 7:4, pages e06784.
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Vera Coelho, Frida Åström, Kimberly Nesbitt, Madelene Sjöman, Dale Farran, Eva Björck-Åkesson, Caroline Christopher, Mats Granlund, Lena Almqvist, Catarina Grande & Ana Isabel Pinto. (2021) Preschool practices in Sweden, Portugal, and the United States. Early Childhood Research Quarterly 55, pages 79-96.
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Ghaleb H. Alnahdi & Susanne Schwab. (2020) Psychometric Properties of the Arabic Version of the Behavioral Intention to Interact With Peers With Intellectual Disability Scale. Frontiers in Psychology 11.
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Marja Syrjämäki, Päivi Pihlaja & Nina K. Sajaniemi. (2019) Enhancing Peer Interaction in Early Childhood Special Education: Chains of Children’s Initiatives, Adults’ Responses and Their Consequences in Play. Early Childhood Education Journal 47:5, pages 559-570.
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Karin Bertills, Mats Granlund & Lilly Augustine. (2019) Inclusive Teaching Skills and Student Engagement in Physical Education. Frontiers in Education 4.
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Vera Coelho, Joana Cadima, Ana Isabel Pinto & Cristiana Guimarães. (2018) Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children. Journal of Early Intervention 41:2, pages 105-124.
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Margareta Adolfsson, Madeleine Sjöman & Eva Björck-Åkesson. (2018) ICF-CY as a Framework for Understanding Child Engagement in Preschool. Frontiers in Education 3.
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Vera Coelho & Ana Isabel Pinto. (2018) The Relationship between Children’s Developmental Functioning and Participation in Social Activities in Portuguese Inclusive Preschool Settings. Frontiers in Education 3.
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Aija Klavina & Karina Rodionova. (2015) The Effect of Peer Tutoring in Physical Education for Middle School Students with Severe Disabilities. European Journal of Adapted Physical Activity 8:2, pages 3-17.
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Margareta Adolfsson, Eva Björck-Åkesson & Chih-Ing Lim. (2013) Code Sets for Everyday Life Situations of Children Aged 0–6: Sleeping, Mealtimes and Play — A Study Based on the International Classification of Functioning, Disability and Health for Children and Youth. British Journal of Occupational Therapy 76:3, pages 127-136.
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Mats Granlund, Patrik Arvidsson, Anna Niia, Eva Björck-Åkesson, Rune Simeonsson, Gregor Maxwell, Margareta Adolfsson, Lilly Eriksson-Augustine & Mia Pless. (2012) Differentiating Activity and Participation of Children and Youth with Disability in Sweden. American Journal of Physical Medicine & Rehabilitation 91:13, pages S84-S96.
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Marita Falkmer, Richard Parsons & Mats Granlund. (2012) Looking through the Same Eyes? Do Teachers’ Participation Ratings Match with Ratings of Students with Autism Spectrum Conditions in Mainstream Schools?. Autism Research and Treatment 2012, pages 1-13.
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