Sylvia Olsson | Mälardalen University (original) (raw)
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University of the Basque Country, Euskal Herriko Unibertsitatea
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Papers by Sylvia Olsson
American Annals of the Deaf
The aim in the current study is to describe, analyze and understand psycho-social aspects of livi... more The aim in the current study is to describe, analyze and understand psycho-social aspects of living with an innate hearing impairment. In the study, issues come around near relationships and the fe ...
Globally, there is limited research on how deaf and hard of hearing adults experience higher educ... more Globally, there is limited research on how deaf and hard of hearing adults experience higher education and work. The purpose of the present study is to examine hard of hearing (HH) adults’ experiences of social interactions and social relationships in higher education, the workplace and leisure time. Data were obtained from semistructured interviews with 16 individuals (aged 24–31 years) from diverse cultural backgrounds (10 males and 6 females) with severe-to-profound hearing loss. Participants were selected based on previous expressed interest in participating in further studies after having been involved in an earlier study. The interviews were subjected to a qualitative thematic data analysis. According to the results, people with a hearing loss experience communication barrier in higher education, at work and in leisure time. These communication barriers lead to difficulties achieving social inclusion, and in some circumstances to social exclusion. Assistive technology (AT) and...
This thesis gives an insight about the impact of hearing loss on young adults as they function in... more This thesis gives an insight about the impact of hearing loss on young adults as they function in daily life. Young adults with hearing loss included in the thesis can convey a very central perspective that can have an impact on a change in interventions and treatment in school life, working life and even in their leisure time. The overall aim of the thesis is to study the living conditions and life experiences of young men and women who are deaf or hard of hearing (DHH). Despite the increased proportion of people with hearing loss, there still seem to be challenges in the face of inclusive environments for people with hearing loss. This thesis hopes to shed some light on the experiences of people with hearing loss and also to explain the link between hearing loss, social inclusion and social exclusion. The thesis is based on four different sub-studies. In Studies I and IV, a survey study with material collected from the web-based survey Liv och Hälsa Ung (Life and Health of Young P...
Journal of Policy and Practice in Intellectual Disabilities, 2020
European Journal of Special Needs Education, 2017
Abstract This study examines the question of which school environment – special or mainstream sch... more Abstract This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school.
Disabilities
In Scandinavia, the field of intellectual disability (ID) practice lacks specific course, profess... more In Scandinavia, the field of intellectual disability (ID) practice lacks specific course, professional training, theoretical foundation, guidelines, and practice consensus. However, Pedagogiskt Förhållnings-och Arbetsätt (PFA model) has the potential to offer a pedagogical attitude and a way of working within ID practice. PFA was developed in the context of Swedish ID practice and has attracted national and European interest. Most staff working in ID practice in Scandinavia are educated to upper secondary school (adolescent students) level or vocational course (adult students) level. In the present pilot study, we examined the effects of providing a web-based PFA course as a complement to the Swedish national curriculum. The aim of this pilot study was to assess the effects of self-assessed knowledge and learning using a web-based PFA course intervention on an adult vocational course. The study involved a quantitative intervention approach involving two equivalent groups in an exper...
American Annals of the Deaf
The aim in the current study is to describe, analyze and understand psycho-social aspects of livi... more The aim in the current study is to describe, analyze and understand psycho-social aspects of living with an innate hearing impairment. In the study, issues come around near relationships and the fe ...
Globally, there is limited research on how deaf and hard of hearing adults experience higher educ... more Globally, there is limited research on how deaf and hard of hearing adults experience higher education and work. The purpose of the present study is to examine hard of hearing (HH) adults’ experiences of social interactions and social relationships in higher education, the workplace and leisure time. Data were obtained from semistructured interviews with 16 individuals (aged 24–31 years) from diverse cultural backgrounds (10 males and 6 females) with severe-to-profound hearing loss. Participants were selected based on previous expressed interest in participating in further studies after having been involved in an earlier study. The interviews were subjected to a qualitative thematic data analysis. According to the results, people with a hearing loss experience communication barrier in higher education, at work and in leisure time. These communication barriers lead to difficulties achieving social inclusion, and in some circumstances to social exclusion. Assistive technology (AT) and...
This thesis gives an insight about the impact of hearing loss on young adults as they function in... more This thesis gives an insight about the impact of hearing loss on young adults as they function in daily life. Young adults with hearing loss included in the thesis can convey a very central perspective that can have an impact on a change in interventions and treatment in school life, working life and even in their leisure time. The overall aim of the thesis is to study the living conditions and life experiences of young men and women who are deaf or hard of hearing (DHH). Despite the increased proportion of people with hearing loss, there still seem to be challenges in the face of inclusive environments for people with hearing loss. This thesis hopes to shed some light on the experiences of people with hearing loss and also to explain the link between hearing loss, social inclusion and social exclusion. The thesis is based on four different sub-studies. In Studies I and IV, a survey study with material collected from the web-based survey Liv och Hälsa Ung (Life and Health of Young P...
Journal of Policy and Practice in Intellectual Disabilities, 2020
European Journal of Special Needs Education, 2017
Abstract This study examines the question of which school environment – special or mainstream sch... more Abstract This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school.
Disabilities
In Scandinavia, the field of intellectual disability (ID) practice lacks specific course, profess... more In Scandinavia, the field of intellectual disability (ID) practice lacks specific course, professional training, theoretical foundation, guidelines, and practice consensus. However, Pedagogiskt Förhållnings-och Arbetsätt (PFA model) has the potential to offer a pedagogical attitude and a way of working within ID practice. PFA was developed in the context of Swedish ID practice and has attracted national and European interest. Most staff working in ID practice in Scandinavia are educated to upper secondary school (adolescent students) level or vocational course (adult students) level. In the present pilot study, we examined the effects of providing a web-based PFA course as a complement to the Swedish national curriculum. The aim of this pilot study was to assess the effects of self-assessed knowledge and learning using a web-based PFA course intervention on an adult vocational course. The study involved a quantitative intervention approach involving two equivalent groups in an exper...