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  • 1. Falkman, K.W.
    et al.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Mentalizing skills of non-native, early signers:: A longitudinal perspective2007In: European Journal of Developmental Psychology, 4, (2), 178-197Article in journal (Refereed)
  • 2.
    Lindblom, Anne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Carew, Mark
    Canterbury Christ Church University; University of East London, England .
    Dindar, Katja
    University of Eastern Finland.
    Kärnä, Eija
    University of Eastern Finland.
    Soan, Sue
    Canterbury Christ Church University, England.
    Roos, Carin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Student teacher’s attitudes towards educating pupils diagnosed with Autism Spectrum Disorder in the inclusive mainstream classroom2016Conference paper (Refereed)
    Abstract [en]

    Social justice, equality and solidarity in education are the founding principles of inclusive education. Yet barriers to inclusion remain within many classrooms across Northern Europe. In Sweden, Finland and England, the ideology is to provide special needs education primarily in mainstream education. Thus, the support for children with ASD is generally provided in conjunction with mainstream education whenever possible. However, although teachers play a crucial role in the inclusion of children with special needs in regular education, there persists a paucity of empirical research surrounding teacher attitudes toward children with ASD and their experiences of educating these pupils in the classroom. This is particularly the case in regard to student teachers, with whom there has been no studies on this topic. Such data are important because, given that the prevalence of ASD has increased sharply worldwide, it is vital that student teachers are adequately prepared to meet the needs and secure the equal treatment of pupils diagnosed with ASD in the classroom.

    The current project seeks to address this gap by accessing student teacher attitudes and experiences of children with ASD in Sweden, Finland and England. Student teachers will be recruited from higher education courses at one university in each country. The project will utilize a mixed method approach comprising three stages. Firstly, participants will be asked to complete a cross-sectional survey investigating attitudes to children with ASD and their hypothesized predictors (e.g., knowledge, contact), derived from extant research on disability attitudes. This will shed light on the structure of student teacher attitudes in addition to what may influence them. Secondly, semi-structured interviews will be used to explore student teachers’ classroom interactions with children who have ASD. This will give rich insight into how student teachers think and feel about educating pupils with ASD and identify any barriers to their inclusion in a mainstream setting. In the final stage, cross-national comparisons will be made between the three countries. This will highlight which aspects of teacher education programmes facilitate positive attitudes to children with ASD. These data will be helpful in influencing the teacher education policies in Sweden, Finland and England in directions that will promote equality and inclusion in mainstream education. 

    This project is an interdisciplinary collaboration between psychology and special education faculty members at three European universities.  The purpose of this presentation is to outline the scope of the project, discuss its methodology and obtain feedback from the scientific community. 

  • 3.
    Olin-Scheller, Christina
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Roos, Carin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Barn och barndom i Nätskugga2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 1, p. 37-50Article in journal (Refereed)
  • 4.
    Pérez Prieto, Héctor
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Roos, CarinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    KAPET2015Collection (editor) (Other academic)
  • 5.
    Roos, Carin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    A sociocultural perspective on young deaf children’s fingerspelling: An ethnographic study in a signing setting2014In: Deafness and Education International, ISSN 1464-3154, E-ISSN 1557-069X, Vol. 16, no 2, p. 86-107Article in journal (Refereed)
    Abstract [en]

    This study, which is part of a larger longitudinal ethnographic study of young deaf children, reports on deaf children’s use of fingerspelling. The children observed were early signers using Swedish Sign Language (SSL) in communication with teachers and peers. This study centres on the functions of fingerspelling in the children’s everyday activities from a sociocultural perspective. Two main functions are identified (Theme I) developing the manual alphabet through performing and experimenting with fingerspelling as an integrated part of using Sign Language, and (Theme II) using fingerspelling as an artefact and identity marker in play.

  • 6.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education.
    Att berätta om små barn: Att göra en minietnografisk studie2013In: Förskollärarens metod och vetenskapsteori. / [ed] Löfdahl, A., Hjalmarsson, M., Franzén, K, Stockholm: Liber, 2013, p. 46-57Chapter in book (Other academic)
  • 7.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Deaf Children's Literacy Events. A study of early childhood literacy activities in a signing setting2005Conference paper (Refereed)
  • 8.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Deaf Preeschooler's Literacy Events2005Conference paper (Refereed)
  • 9.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Deaf Preeschooler's Literacy Events2007In: I M. Hyde och G. Høie (Red.), To be or to become. Language and learning in the lives of young deaf children, 2007Chapter in book (Other academic)
  • 10.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Development of learning and strategies to express and understand intentions in young deaf children with deaf parent2009Conference paper (Refereed)
  • 11.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Flerspråkiga barn med hörselnedsättning eller dövhet - Vad säger forskningen?2011In: Vetenskaplig artikelsamling om specialpedagogik: från Specialpedagogiska skolmyndighetens konferens för Lika värde 2010 / [ed] Kerstin Göransson, Ulf Janson och Claes Nilholm, Härnösand: Specialpedagogiska skolmyndigheten , 2011, no 1, p. 59-70Chapter in book (Refereed)
    Abstract [sv]

    Denna artikel är en kort översikt över den forskning som har haft och har betydelse för pedagoger som arbetar med flerspråkiga barn med dövhet eller hörselnedsättning. Den ligger också till grund för den presentation som gjordes på Lika Värde konferensen 2010. Genomgången av forskningen inom området visar framför allt två saker. Dels utgör barn med flera språk i kombination med hörselnedsättning eller dövhet en relativt stor grupp inom gruppen som helhet men som ändå trots detta hittills fått ytterst lite uppmärksamhet i forskningen. Dels visar genomgången att dessa barn generell får en undervisning där deras potential oftast inte kommer till sin rätt och deras första språk marginaliseras.

  • 12.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Handalfabetets funktion och användning i tidigt läs- och skrivlärande: Vad säger forskningen2010In: Kapet, ISSN 1653-4743, Vol. 1, no 1, p. 73-93Article in journal (Other academic)
    Abstract [sv]

    Denna artikel är en presentation av forskning om hur och när barn lär och använder handalfabet, dvs. det manuella alfabet som utvecklats av döva. Denna artikel kommer att fokusera de implikationer denna forskning kan ha för när, hur och varför barn, oavsett om de hör eller är döva kan ha nytta av användning av handalfabet. Resultat som redovisas i de olika studierna visar att handalfabet används av flera anledningar. För döva barn är det en del av deras naturliga dagliga användning av teckenspråk. För både hörande och döva barn kan det vara en viktig del i att lära sig läsa och skriva och det används spontant av dem också i lek.

  • 13.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    I'm not good enough.2000Conference paper (Refereed)
  • 14.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    I'm not good enough. Semi-structured interviews with deaf pupils centred on how they feel about the Swedish language2002Conference paper (Refereed)
  • 15.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Learning from Deaf Children's Visual Literacy Events - Implications for the teaching of hearing children2006Conference paper (Refereed)
  • 16.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Läslära och skriftspråka: för barn med dövhet eller hörselnedsättning2009Report (Other academic)
  • 17.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education.
    Mentaliseringsutveckling och lärande hos döva barn med döva föräldrar: Barns strategier att uttrycka och förstå egna och andras intention, i  åldern 0-2 år2013In: Resultatdialog / [ed] Vetneskapsrådet, Stockholm: Vetenskapsrådet , 2013, p. 157-166Chapter in book (Other academic)
  • 18.
    Roos, Carin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Mentaliseringsutveckling och lärande: Vad kan vi lära av döva barn?2013In: KAPET, ISSN 1653-4743, Vol. 9, no 1, p. 19-22Article in journal (Other academic)
  • 19.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education.
    Out of coverage-In research, on the net and in media: An ongoing project of childhoods in rural areas in Sweden2013Conference paper (Refereed)
  • 20.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skriftspråka och läslära2007In: I B. Kullberg och E. Åkesson (Red.), Emergent Literacy. Femton svenska forskares tankar om barns skriftspråkslärande 2006. (IPD-rapport Nr 2007:01), 2007Chapter in book (Other academic)
  • 21.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skriftspråka och teckenspråka - att ta en annan väg till skriftspråket2008In: I B.Kullberg & C. Nielsen (Red.), Skriftspråka eller skriftbråka? Att utvecklas till en läsande och skrivande människa, Lund: Gleerups , 2008Chapter in book (Other academic)
  • 22.
    Roos, Carin
    Stockholms universitet.
    Skriftspråkande barn med dövhet eller hörselnedsättning: En kunskapsöversikt2008Report (Other academic)
  • 23.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skriftspråkande döva barn: En studie om skriftspråkligt lärande i förskola och tidiga skolår2004Doctoral thesis, monograph (Other academic)
  • 24.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skriftspråklighet och skriftspråkligt lärande2006In: I C. Roos och S.Fischbein (Red.) Dövhet och hörselnedsättning - Specialpedagogiska perspektiv, 2006Chapter in book (Other academic)
  • 25.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Teckenspråk och pedagogik2006In: I SOU 2006:29 Teckenspråk och teckenspråkiga. Kunskaps- och forskningsöversikt. (Delbetänkande av utredningen Översyn av teckenspråkets ställning.) (s.135-209), 2006Chapter in book (Other academic)
  • 26.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Young Deaf Children learning about Swedish - Writing and reading2003Conference paper (Refereed)
  • 27.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education.
    Young deaf children's fingerspelling in learning to read and write: An ethnographic study in a signing setting2013In: Deafness and Education International, ISSN 1464-3154, E-ISSN 1557-069X, Vol. 15, no 3, p. 149-178Article in journal (Refereed)
  • 28.
    Roos, Carin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Yrkesroll i förändring: Förstadielärarnas historia2014Book (Other academic)
    Abstract [sv]

    Yrkestiteln förstadielärare skulle kunna vara namnet på vilken lärarkategori som helst som arbetar med barn under skolåldern. Men sedan 1950-talet har benämningen använts för att beteckna förskollärare med specialutbildning för att arbeta med döva förskolebarn eller förskolebarn med hörselnedsättning. Förstadielärarnas historia omfattar idag mer än sextio år och erbjuder en delvis dramatisk läsning som speglar både tidsperiodens syn på barn och deras utveckling och den förändring i uppfattningen av dövas möjlighet till språklig och allmän utveckling som har skett. Oavsett inriktning och oavsett vilka åldrar man utbildats för har liknande svängningar skett inom hela yrkeskåren av speciallärare. Gemensamt för alla speciallärarna i arbetslivet verkar också vara det stora engagemang och personliga kapital man satsat i sitt arbete. Det som också är viktigt att bära med sig genom denna bok är att pedagogerna handlat utifrån de paradigm som rått, influerade av den tidens rådande synsätt på barn och på pedagogisk praxis.

  • 29.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Allard, Karin
    Örebro universitet.
    Framgångsfaktorer i läs- och skrivlärande för döva barn och barn med hörselnedsättning: En systematisk litteraturstudie2016Report (Other academic)
    Abstract [sv]

    Elever som är döva eller har en hörselnedsättning riskerar att få bristande läs- och skrivkunskaper i svenska vilket i sin tur försvårar lärandet i flera andra ämnen. Specialpedagogiska skolmyndigheten (SPSM) ska arbeta med att bland annat sammanställa forskningsresultat och verka för en ökad måluppfyllelse i specialskolan. Det forsknings- och utvecklingsprojekt som har resulterat i denna bok är ett led i det arbetet. Projektet och boken fokuserar på framgångsfaktorer. Boken är en systematisk litteraturstudie där 175 forskningsartiklar och ett stort antal andra källor publicerade under 2010-2015 granskats och sammanställts. Resultatet av den systematiska litteraturgranskningen visar att det finns två övergripande områden som framgångsfaktorerna kan kategoriseras i; interaktionen som grund för allt lärande och fördelen av en visuellt orienterad läs- och skrivpraktik.

    Projektet har initierats och finansierats av SPSM och boken ges ut i samarbete med Karlstads universitet. Projektet har genomförts av Carin Roos, docent vid Karlstads universitet tillika projektledare samt Karin Allard, lektor vid Örebro universitet. Dessutom har några medarbetare från SPSMs specialskolor gjort sina självständiga arbeten i speciallärarprogrammet inom projektet.

  • 30.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Cramer-Wolrath, Emelie
    Natl Agcy Special Needs Educ & Sch, New York, NY USA..
    Falkman, Kerstin W.
    Univ Gothenburg, Gothenburg, Sweden. .
    Intersubjective Interaction Between Deaf Parents/Deaf Infants During the Infant's First 18 Months2016In: Journal of Deaf Studies and Deaf Education, ISSN 1081-4159, E-ISSN 1465-7325, Vol. 21, no 1, p. 11-22Article in journal (Refereed)
    Abstract [en]

    This study is part of a larger longitudinal project with the aim of focusing early social interaction and development of mentalizing ability in 12 deaf infants, including the interaction between the infants and their deaf parents. The aim of the present paper is to describe early social interaction and moments of intersubjectivity between the deaf infants and their deaf parents during the first 18 months of the infant's life. The study is focused on the dyadic interaction rather than on the behaviors of the infant and the caregiver separately. In the analysis, the Intersubjective Developmental Theory Model (Loots, Devis,, & Sermijn, 2003) and the definitions of moments of intersubjectivity (Loots, Devis,, & Jacquet, 2005) were used. The findings show that the participating infants follow a typical developmental trajectory of intersubjectivity, both with regard to developmental stages and age. This development is supported by a visual, simultaneous way of communicating by gaze rather than having constant eye contact. Parents use complex visual communication skills in maintaining joint attention and also expect the infant to grasp the meaning of the interaction by use of gaze contact.

  • 31.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Falkman, Kerstin W
    Göteborgs universitet.
    Development of Learning and Strategies to Express and Understand Intentions in Young Deaf Children with Deaf Parents2010Conference paper (Refereed)
  • 32.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Falkman, Kerstin W
    Göteborgs universitet.
    Development of Learning and Strategies to Express and Understand Intentions in Young Deaf Children with Deaf Parents: Implications for Education2010Conference paper (Refereed)
  • 33.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Falkman, Kerstin W
    Mentaliseringsutveckling och lärande hos döva barn med döva föräldrar: Barns strategier att uttrycka och förstå egna och andras intentioner, i åldern 0-2 år2012Report (Other academic)
  • 34.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Falkman, Kerstin W
    Göteborgs universitet.
    Visual Interaction and Support of Intersubjective Communication in Deaf Families with Deaf Infants: Implications for Educators2012Conference paper (Refereed)
  • 35.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Falkman, Kerstin W
    Göteborgs universitet.
    Visual-tactile Strategies and Support of Intersubjective Communication in Deaf Families with Deaf Toddlers2012Conference paper (Refereed)
  • 36.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Falkman, Kerstin W
    Göteborgs universitet.
    Visual-Tactile Strategies for Getting Attention in Deaf Families with Deaf Infants: 0-18 Months2012Conference paper (Refereed)
  • 37.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fischbein, S
    Dövhet och hörselnedsättning: Specialpedagogiska perspektiv2006Book (Refereed)
  • 38.
    Roos, Carin
    et al.
    Lunds universitet.
    Fischbein, SivStockholms universitet.
    Dövhet och hörselnedsättning: Specialpedagogiska perspektiv2013Collection (editor) (Other academic)
  • 39.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barn och barndom i forskningsskugga, nätskugga och medieskugga: En studie om barns uppväxtvillkor i relation till globaliseringsprocesser, identitetsskapande, lärande och medieanvändning i glesbygd2012Conference paper (Refereed)
  • 40.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Digital participation among children in rural areas2018In: Digital childhoods : Technologies in children’s everyday lives / [ed] S. Danby, M. Fleer, C. Davidsson & S. Hatzigianni, New York: Springer-Verlag New York, 2018, p. 49-63Chapter in book (Refereed)
  • 41.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, HectorKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    KAPET 2016, 12(2): Karlstads universitets pedagogiska tidskrift2016Collection (editor) (Other academic)
    Abstract [sv]

    Detta nummer av KAPET inleds med artikeln Att göras till "riktig" pojke – Maskulinitetsskapanden i skolans praktik. Tomas Saar och Marie Nordberg presenterar alternativa berättelser från ett längre etnografiskt projekt. I artikeln Förändrade dokumentationspraktier – förändrade stödinsatser? diskuterar Marie Tanner och Héctor Pérez Prieto hur specialpedagoger översätter och hanterar en nyligen införd reform. Reformen gäller skolors stödinsatser. Vi följer upp detta genom artikeln History of change in education of pupils with severe hearing loss – Teachers’ narratives from Finland and Sweden där Marjatta Takala och Carin Roos uppmärksammar oss på att det saknas forskning om undervisning av döva elever och elever med hörselnedsättning. De belyser lärares egna perspektiv på sin praktik. Vidare har Anna-Lena Göransson och Annica Ådefors skrivit en resumé där de presenterar läslyftsmodulen Språk i yrkesämnen som tagits fram på uppdrag av Skolverket. Konsten att fånga kommunikation beskrivs i en metodartikel Kameraanvändning i videoobservation. Anna Öhman beskriver sina erfarenheter av att använda sig av både hand- och huvudkamera vid videoobservationer. Handledning står i fokus i Annelie Andersén och Hamid Asgharis artikel Identitetsframträdande och positionering i handledares berättelser. Avslutningsvis zoomar vi ut med En nyfiken betraktelse av de ökade kraven på skolans vetenskaplighet. Anette Forssten Seiser kopplar ihop diskursen ökade krav på vetenskaplighet med diskursen utbildningsprestation som konkurrensmedel. 

  • 42.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Takala, Marjatta
    Helsingfors universitet.
    Rätt till språk.: Speciallärares berättelser om sitt arbete och sin yrkesroll2012In: Barn, barndomar, rättigheter och utbildningar: vänbok till professor Solveig Hägglund / [ed] H Pérez Priéto & A Löfdahl, Karlstad: Avdelningen för utbildningsvetenskap, Karlstads universitet , 2012, p. 161-180Chapter in book (Other academic)
  • 43.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Takala, Marjatta
    Helsingfors universitet.
    Muruvik Vonen, Arnfinn
    Oslo universitet.
    Teacher Experience During Paradigms Shift: in Deaf Education2011Conference paper (Refereed)
  • 44.
    Roos, Carin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Wengelin, Asa
    Univ Gothenburg, Dept Swedish, Gothenburg, Sweden..
    The text telephone as an empowering technology in the daily lives of deaf people: A qualitative study2016In: Assistive technology, ISSN 1040-0435, E-ISSN 1949-3614, Vol. 28, no 2, p. 63-73Article in journal (Refereed)
    Abstract [en]

    Text-telephone technology (TTY) has been used for communication between deaf people since 1964. There is a gap in the scientific knowledge about the influence this may have had especially in relation to effective participation in society as well as the feeling of capability, confidence and collective meaningfulness. The aim of the present paper is, first, to disentangle the different aspects of TTY as an empowering artifact; and, second, to explore the role of TTY in their lives. To provide a framework for the empirical analysis, the paper draws on Empowerment Theory: personal control, a proactive approach to life, and a critical awareness of one's socio-political environment. Twenty-four people aged 16-64 with Swedish Sign Language (SSL) as their first language were interviewed. The findings indicate that the introduction of the TTY was of great importance for self-esteem, equality and independence. The findings show that feelings of empowerment are closely linked to language use and contextually driven, and it is in interaction between deaf and hearing that such feelings arise (or not). The results indicate the need for further research into Deaf people's use of other means of interacting, using modern technique for example in social digital media and interactive platforms.

  • 45.
    Roos, Cecilia
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Stenke, Leif
    Division of Physiological Chemistry II, Department of Medical Biochemistry and Biophysics, Karolinska Institutet, Sweden.
    Ohm, Lotta
    Division of Hematology, Karolinska University Hospital Solna, Karolinska Institutet, Sweden.
    Widell, Susanne
    Division of Physiological Chemistry II, Department of Medical Biochemistry and Biophysics, Karolinska Institutet, Sweden.
    Kumlin, Maria
    Institute of Environmental Medicine, Division of Physiology, Unit for Experimental Asthma and Allergy Research, Karolinska Institutet, Sweden.
    Lindgren, Jan Åke
    Division of Physiological Chemistry II, Department of Medical Biochemistry and Biophysics, Karolinska Institutet, Sweden.
    Tornhamre, Susanne
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Clinical imatinib mesylate treatment induces early normalisation of abberant neutrophil leukotriene C4 synthase expression and activity in chronic myeloid leukemia2008In: British Journal of Haematology, ISSN 0007-1048, E-ISSN 1365-2141, Vol. 142, no 6, p. 992-995Article in journal (Refereed)
  • 46.
    Takala, Marjatta
    et al.
    Helsingfors universitet.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Changing education: narratives of teaching hearing-impaired during 30 years2012Conference paper (Refereed)
  • 47.
    Takala, Marjatta
    et al.
    Oulu University, Finland.
    Roos, Carin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    History of change in education of pupils with severe hearing loss: Teachers' narratives from Finland and Sweden2016In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 2, p. 39-64Article in journal (Other academic)
    Abstract [en]

    In this article, we present a study of teachers’ experiences, specifically their own perception of their work over time with deaf and hard-of-hearing (DHH) pupils, in both Finland and Sweden. Teachers of DHH pupils are a minority amongst teachers in general, and also amongst special education teachers, because the number of DHH pupils is small. There seems to be a lack of research on experienced teachers’ own perspectives on their practice, their role and experience over time in teaching DHH pupils. The aim of our research is thus to shed light on the work career of experienced educators of DHH pupils and on the main changes in it. In order to understand the current situation of DHH education which is realised mainly in mainstream education today, we need to know its history as well. The research questions are formed as following: 1) What are the main issues that teachers bring up? 2) What elements are there in the teachers’ stories from different decades? A third minor interest is to determine whether the Finnish and Swedish teachers’ stories about their work differ. The narrative approach was chosen here to illustrate teachers’ experiences. 

  • 48.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Roos, Carin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Högskolan i Kristianstad.
    Video - ett forskningsfält i utveckling: Videografiska utgångspunkter i forskning om social interaktion2017In: Nordicom Information, ISSN 0349-5949, Vol. 39, no 2, p. 8-14Article in journal (Other (popular science, discussion, etc.))
    Abstract [vi]

    Videobaserade forskningsmetoder utvecklas i snabb takt, inte minst beroende på den tekniska utvecklingen inom videoområdet som medger nya och lättillggängliga lösning- ar för att i för forskningsändamål dokumentera olika visuella aspekter av människors sociala interaktion. I takt med samhällets digitalisering har dock formerna för social interaktion förändrats till att allt mer sker genom olika slags digitala medier – män- niskors socialitet blir i allt högre grad uppkopplad. Här presenteras först en bakgrund till videogra som metod och teori, följt av två exempel på hur video används i ett par aktuella studier idag samt en avslutande diskussion kring några utvecklingsområden. 

  • 49. Wengelin, Å.
    et al.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Interaktionsmönster i texttelefonsamtal mellan döva2007Conference paper (Refereed)
  • 50. Wengelin, Å.
    et al.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Written language production in text telephone conversations between deaf people2007Conference paper (Refereed)
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