Publikationer från Forskningsmiljön SpecUL

 

2026

Allan, J., Bagger, A., Andersson, A. L., Andersson-Norrie, I., Bertilsdotter Rosqvist, H., Dahl, I. A., Engren, J., Tolgfors, S., Karlsson, J., Nakeva von Mentzer, C., Wåger, J., Yourston, H., Österborg Wiklund, S. (2026). Including all: The contribution of a diverse research community. Research Papers in Education, 41(1), 74–98. https://doi.org/10.1080/02671522.2025.2522073

Barow, T. (2026). Im Souterrain des Volksheims: Menschen mit geistiger Behinderung in Schweden in der ersten Hälfte des 20. Jahrhunderts. In S. L. Ellger-Rüttgardt (Ed.), Die “Minderwertigen”: Behinderung in der Zeit des Faschismus (pp. 218–233). W. Kohlhammer. https://doi.org/10.17433/978-3-17-039537-4

Bondar, K., Shestopalova, O., & Barow, T. (2026). The Situation of Children with Disabilities from the De-Occupied Territories of Southern Ukraine: Coping Strategies and Perspectives of Families Affected. Scandinavian Journal of Disability Research, 28(1), 130–145. https://doi.org/10.16993/sjdr.1385

Dinu, R. H., & Barow, T. (2025). The History of Eugenics. In G. Bennett & E. Goodall (Eds.), The Palgrave Encyclopedia of Disability. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-40858-8_572-1

Engren, J., & Hansson, L. (2026). Migration as a prelude to hegemony: An integrated comparison of migration processes in the early modern Dutch state and the United States. Journal of World-Systems Research, 32(1), 98–119. https://doi.org/10.5195/jwsr.2026.1308

 

2025

Allard, K., & Roos, C. (2025). Identity formation in bimodal-bilingual children of Deaf adults (Codas). The Journal of Deaf Studies and Deaf Education, 30(4), 481–495. https://doi.org/10.1093/jdsade/enaf040

Barow, T. (2025). “Needed and valuable instead of just being employed”: Vocational training, work and social usefulness regarding people with intellectual disability in Sweden, 1945–1989. Nordic Journal of Educational History, 12(2), 63–87. https://journals.ub.umu.se/index.php/njedh/article/view/1314/641

Barow, T. (2025). Undervisning av “de andra” i historiskt perspektiv. In J. Wåger & D. Östlund (Eds.), Ämnesdidaktik för elever med intellektuell funktionsnedsättning: Hållbart och meningsfullt lärande (pp. 169–196). Studentlitteratur.

Engren, J. (2025). Immigrants into Loyal Citizens: The Work to Americanize the Scandinavian Immigrant Working Class in Two Harbors, Minnesota, 1915–1919. Swedish-American Studies, 76(1), 58–84. https://dx.doi.org/10.1353/swe.2025.a975746

Karlsson, J., & Bagger, A. (2025). Developing and creating inclusive and interactive digital reading environments with and for students with ADHD. Digital Inclusive Learning Materials (DILeMa), 1(1), 35–51. https://doi.org/10.11576/dilema-7518

Koskinen, J., & Karlsson, J. (2025). Teachers as linguistic role models: Language teaching in multilingual ECEC settings. Journal of Early Childhood Education Research, 14(2), 140–168. https://doi.org/10.58955/jecer.147607

Lindahl, R., Pettersson, C., & Nakeva von Mentzer, C. (2025). Understanding the importance of the physical environment in meetings between children and child welfare workers at the social services: A scoping review. Children and Youth Services Review, 169. https://doi.org/10.1016/j.childyouth.2024.108105

Nakeva von Mentzer, C., Ranjbar, P., & Strandberg, T. (2025). Communicative activity and participation in children with speech sound disorder: A case series using the ICF framework. Logopedics, Phoniatrics, Vocology, 50(3), 157–168. https://doi.org/10.1080/14015439.2025.2480108

St. John, O., & Ålander, J. (2025, forthcoming). Language at the intersection of internationalization policy and practice in higher education. Bulletin suisse de linguistique appliquée, 121.

Wermke, W., Barow, T., & Kuhl, J. (2025). Special education students’ beliefs on inclusion and the role of prior experiences. In W. Wermke, I. Beck, & G. Magnússon (Eds.), Between inclusion and education standards: Special education professions since the 2000s from a comparative perspective (pp. 239–254). Peter Lang. DOI: 10.3726/b22141