Category Archives: Other

Supported Education and Neuropsychiatric Disabilities Applying Supported Education for higher studies

This paper by Kerstin Winberg is written in Swedish. However, you can read the abstract in English here.

The purpose of this study was to investigate the experiences of studying amongst people with a neuropsychiatric disability who received support from the model Supported Education, and people who did not get this support. Another purpose was to discuss if the model could be suitable for this group. The study also shows how some support options for this group were inspired by the support given to two other groups with disabilities. The research method had a narrative approach, where fourteen participants were asked to write a short reflective narrative about their experience of studying, with/without the support from Supported Education. The stories were analysed with narrative analysis. The result shows that the persons without support from the model used the family as their primary support, and that support from formal support givers was slow, especially before the participants could show that they had a diagnosis. The persons who received the support from the model were generally satisfied with the support they got, and did not emphasize the family as support givers in the same way. The analysis shows how it could me valuable to use Supported Education for people with a neuropsychiatric disability, not only because it helps them to study, but also helps them gain higher self-esteem through personal development.

Thoughtful Dialogue and Socratic Seminars – Students’ reading comprehension

Paper, slides from keynote speach, and workshop at the Conference Philosophy of Education in Practice at Kharazmi University and at Shiraz University, October 2014.


Research about philosophy of education in action, used in schools as thoughtful, or Socratic, dialogues, shows that student abilities to read and analyze texts progress (Orellana, 2008, Pihlgren, 2008, Robinsson, 2006). The dialogue will help students to develop a sophisticated and identificatory reading. They will learn to organize their reading more systematic (Robinsson, 2006). Other communicative abilities will develop by using thoughtful dialogues, like listening to and understanding others, expressing and underpinning ideas in speech and writing, to cooperate with others, and to build on the ideas of others to develop ones’ own (Billings & Fitzgeralds, 2002, Pihlgren, 2008). The dialogue will also have effects on the ability to solve problems and think critically (Orellana, 2008).

Read paper: Thoughtful Dialogue and Socratic Seminars Students reading comprehension

See keynote slideshow: Thoughtful Dialogues and Socratic Seminars Slideshow

See workshop slideshow: Workshop Reading Comprehension