Anne Lindblom

• Soan, Sue; Lindblom, Anne; Dindar, Katja; Kärnä, Eija & Carew, Mark T. (2023). Student Teachers' Positive Perceptions of Characteristics and Personality of People on the Autism Spectrum: “Challenging in a Positive Way”. Journal of Autism and Developmental Disorders. ISSN 0162-3257. doi: 10.1007/s10803-023-06151-y.
• Lindblom, Anne & Nutti, Ylva Jannok (2022). Conceptualising Global Indigenous and Indigenist models of Inclusive and Equitable Education. World Studies in Education. ISSN 1441-340X. 23(1), s. 135–154. doi: 10.7459/wse/23.1.09. Fulltekst i vitenarkiv Vis sammendrag

  The role of colonial education systems in the cultural genocide of Indigenous children in many countries is an urgent matter to be meticulously scrutinised in order to address structural inequities. It is time to envision and construct context-based authentically inclusive education. In this article, we critically examine and address structural inequities in education with examples from our own research in Sámi and First Nations contexts, and discuss possible implications for the inclusive education of all Indigenous children, with emphasis on the early years of education. Dominant models of special education are displayed followed by conceptualising Indigenous and Indigenist models as ways to reimagine, restructure and inspire the positive change towards inclusive equitable education from early years education and onward for diverse Indigenous children, and enhance the development of teacher education programmes.

• Lindblom, Anne (2022). Musiken som specialpedagogiskt verktyg för motivation och välbefinnande i arbete med barn som är urfolk och har diagnosen autism. I Hanssen, Natallia Bahdanovich; Hassel, Ragnhild Merete; Haugen, Torgeir & Sæther, Morten (Red.), Kunstens muligheter i spesialpedagogisk arbeid. Universitetsforlaget. ISSN 9788215057347.
• Hansson, Susanne & Lindblom, Anne (2022). Specialpedagogers yrkesetik och den dialogiska reflektionsmodellen. I Öhman, Anna (Red.), Etiska perspektiv på specialpedagogers yrkesroll och pedagogiska praktik. Studentlitteratur AB. ISSN 9789144155098. s. 247–270.
• Lindblom, Anne (2021). Music and the Social Inclusion of First Nations Children with Autism: A Research Reflection. I Liamputtong, Pranee (Red.), Handbook of Social Inclusion. Research and Practices in Health and Social Sciences.. Springer. ISSN 978-3-030-48277-0. doi: https:/doi.org/10.1007/978-3-030-48277-0_106-1.
• Lindblom, Anne (2021). Music as a facilitator for skill development: Revisiting three young First Nations individuals on the Autism Spectrum. Education Support (EduPort). 5(1), s. 10–17. doi: 10.21062/edp.2021.004. Fulltekst i vitenarkiv Vis sammendrag

  Indigenous children and young people on the autism spectrum are scarce in research publications. This article revisits three research partners, Connor, Debbie and Tom, in a follow-up study of a PhD project on the meaning of music for First Nations children on the autism spectrum in British Columbia, Canada. An Indigenist research framework was used in the project with conversations as the methodology. It would seem like the First Nations children on the spectrum would have similar life situations, but results show diverse barriers and opportunities for them to participate and influence their lives. Living on or off reserve is one aspect. Music plays a large role in their lives in various ways. It will be shown how music facilitates the development of self-regulation for the three young people, and social skills for one of them. The vital importance of culturally appropriate and sensitive diagnosis processes, autism services and special educational actions and activities will be discussed as steps towards fully inclusive, equitable, and decolonized education for Indigenous children and young people. Such measures will be beneficial for diverse learners across the globe

• Lindblom, Anne & Falk, Marika (2021). Specialpedagogisk forskning med förskollärarstudenter som medforskare och medförfattare: en pilotstudie. Karlstads universitets Pedagogiska Tidskrift (Kapet). ISSN 1653-4743. 17(1), s. 38–51.
• Lindblom, Anne; Dindar, Katja; Soan, Sue; Kärnä, Eija; Roos, Carin & Carew, Mark T. (2020). Predictors and mediators of European student teacher attitudes toward Autism Spectrum Disorder. . Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 89. doi: 10.1016/j.tate.2019.102993.
• Lindblom, Anne (2019). Rebalancing power relationships in research using visual mapping: examples from a project within an Indigenist paradigm. PRACTICE Contemporary Issues in Practitioner Educatin. ISSN 2578-3858. 1, s. 53–60. doi: 10.1080/25783858.2019.1589989.
• Lindblom, Anne (2017). Exploring autism and music interventions through a First Nations lens. AlterNative – An International Journal of Indigenous Peoples. ISSN 1176-8622. 13(4), s. 202–209. doi: 10.1177/1177180117729854.
• Lindblom, Anne (2017). "It gives them a place to be proud" - Music and social inclusion. Two diverse cases of young First Nations people diagnosed with autsim in British Columbia, Canada. Psychology of Music. ISSN 0305-7356. 45(2), s. 268–282. doi: 10.1177/0305735616659553.
• Dindar, Katja; Lindblom, Anne & Kärnä, Eija (2017). The Construction of communicative (in)competence in autism: a focus on methodological decisions. Disability & Society. ISSN 0968-7599. 32(6), s. 868–891. doi: 10.1080/09687599.2017.1329709.
• Lindblom, Anne (2014). Under-detection of autism among First Nations children in British Columbia, Canada. Disability & Society. ISSN 0968-7599. 29(8), s. 1248–1259. doi: 10.1080/09687599.2014.923750.

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• Lindblom, Anne; Hammenlind, Veronica; Johansson, Freddie & Hedin, Robin (2020). Autism i møte med pedagogisk verksamhet.Egna berættelser och tips kopplat till forskning. Studentlitteratur AB. ISBN 978-91-44-13768-1. 103 s.

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• Mjøs, Marit; Moen, Vegard; Lindblom, Anne & Nutti, Ylva Jannok (2024). Experiences of Inclusive and special education in Norway.
• Lindblom, Anne & Jannok Nutti, Ylva (2023). Sámi perspectives on diversity, inclusion and special educational support.
• Hansen, Ketil Lenert; Jannok Nutti, Ylva; Lile, Hadi Strømmen & Lindblom, Anne (2023). Mihá studien – samiske elevers folkehelse og livsmestring.
• Soan, Sue; Lindblom, Anne; Dindar, Katja; Kärnä, Eija & Carew, Mark T (2023). Content analysis of student teachers' positive perceptions of characteristics and personality of pupils on the autism spectrum .
• Lindblom, Anne; Hanssen, Natallia Bahdanovich & Brodal Syversen, Kristina (2022). Intervention teams as a resource.
• Lindblom, Anne; Nutti, Ylva Jannok; Hansen, Ketil Lenert & Kuhmunen, John-Marcus (2022). Samiske perspektiver på mangfold, inkludering og spesialpedagogisk støtte .
• Lindblom, Anne; Soan, Sue; Dindar, Katja; Kärnä, Eija & Carew, Mark T. (2021). Student teacher attitudes towards people on the Autism Spectrum: hope for an inclusive education future?
• Lindblom, Anne & Jannok Nutti, Ylva (2021). Sámi perspectives on diversity and special education support in educational settings.
• Lindblom, Anne (2021). MUSIC AS A FACILITATOR FOR SKILL DEVELOPMENT: REVISITING THREE YOUNG FIRST NATIONS INDIVIDUALS ON THE AUTISM SPECTRUM.
• Lindblom, Anne & Jannok Nutti, Ylva (2021). Teoriutveckling: Indigenous and Indigenist models of (special) inclusive education. Vis sammendrag

  Barn från urfolk betraktas ofta utifrån det dominanta samhällets perspektiv i förskola och skola världen över. Kulturella uttryck, språk, traditioner och epistemologier kan då tolkas utifrån ett bristperspektiv vilket är vanligt i pedagogiska och specialpedagogiska kontexter. Utifrån exempel från vår egna urfolksforskning, Lindblom i Canada och Jannok Nutti i Sverige och Norge, avser vi konceptualisera urfolks och indigenistiska perspektiv eller modeller som är mer relevanta och kulturellt sensitiva. Jannok Nutti beskriver ett tillfälle när en förskola deltar vid kalvmärkning med målet att alla barnen ska inkluderas. Lindblom presenterar exempel hur beteenden hos ett barn från urfolk i Canada ses ur medicinskt bristperspektiv som autism men ur ett urfolksperspektiv som kulturellt uttryck. I vår presentation tar vi upp tankar om ny teoribildning som vi har skrivit om i en inlämnad artikel som är under granskning. Vi menar att barn från urfolk idag lever mångfasetterade liv vilket behöver speglas i deras utbildning för att främja och säkerställa inkludering. I de fall specialpedagogiskt stöd och interventioner behövs så behöver de vara kulturellt sensitiva och relevanta eftersom sådana strukturer är främmande i urfolks pedagogiska traditioner.

• Lindblom, Anne & Jannok Nutti, Ylva (2020). Rethinking education to meet pupil diversity in Sami education - conceptualizing an Indigenist model of Special Education. Vis sammendrag

  Rethinking education to meet pupil diversity in Sámi education – Conceptualizing an Indigenist model of Special Education This conceptual paper presentation focuses on developing a new theoretical framework, an Indigenist model of Special Education, in which Special Educational practices and research within Indigenous contexts can be designed. In contrast to the dominant deficit and social models that are founded in Western worldviews, the foundation of an Indigenist model of Special Education lies upon Indigenous philosophical assumptions. Furthermore, an Indigenist model of Special Education provides the opportunity for Indigenous and non-Indigenous teachers and researchers to work together: ”This emphasizes that it’s a philosophical issue, not a claiming of ownership by one group of people. You can be a white Indigenist just like you can be a male feminist” (in Adams, Wilson, Heavy Head & Gordon, 2015, p. 20). This is of importance as to a certain extent Indigenous pupils will be educated by non-Indigenous teachers, and research conducted within Indigenous contexts will be designed and conducted by non-Indigenous researchers. Theoretical framework The Indigenist research paradigm is a relatively new development in Indigenous research. Rix, Wilson, Sheehan and Tujague (2018, p 2) have defined Indigenist research; “Indigenist research respects and honors Indigenous ways of knowing, being, and doing through using methods that are informed by, resonate with, and are driven and supported by Indigenous peoples”. By placing Special Educational practices and research within an Indigenist paradigm, we argue that the diverse needs and interests of Indigenous pupils and communities will be addressed more adequately. Core concepts in this model are Indigenous paradigms, self-empowerment, de-colonization, power and reciprocal relationships. Methodology This presentation is based on our research conducted in Canada with First Nations (e.g. Lindblom, 2017) and Sámi in Sweden (e.g Jannok Nutti, 2018). Examples of inclusive practices based on Indigenous philosphical assumptions will be used to discuss paradigm tensions and how an Indigenist model can be helpful in deconstructing, reframing and reconstructing Special Educational practices and research within Indigenous settings. Relevance to Nordic educational research An Indigenist model of Special Education can be used in research and practice, and must be conducted in accordance with the philosophical assumtions within the specific Indigenous context. Therefore, In this paper, the concept of an Indigenist model och Special Education is relevant in the Nordic educational research setting, as well as in Indigenous contexts over the globe. References Adams, D. H., Wilson, S., Heavy Head, R., & Gordon, E. W. (2015). Ceremony at a Boundary fire: a story of Indigenist Knowledge. Longmont, CO. Retrieved from: http://hdl.handle.net/2123/13689 Jannok Nutti, Y. (2018). Connecting Sami education to the land and lived experience. In: J.E. Petrovic, R.M Mitchell (Eds.), Indigenous philosophies of education around the world. New York: Routledge. Lindblom, A. (2017). Exploring autism and music interventions through a First Nations lens. AlterNative-an International Journal of Indigenous Peoples. p 1-8 DOI:10.1177/1177180117729854 Rix E.F., Wilson S., Sheehan N., Tujague N. (2018) Indigenist and Decolonizing Research Methodology. In: Liamputtong P. (eds) Handbook of Research Methods in Health Social Sciences. Springer, Singapore.

• Lindblom, Anne & Hansson, Susanne (2020). Dialog och reflektion - dialogiska reflektionsmodellen. I Sternudd-Groth, Mia-Marie (Red.), Skolutveckling genom samtal. Studentlitteratur AB. ISSN 9789144133355. s. 203–224.
• Lindblom, Anne (2019). Decolonizing teacher education. Vis sammendrag

  Decolonizing teacher education Interculturality is about enabling relations based on equity and respect between cultures. When doing research within Indigenous context, I work within an Indigenist paradigm. This means putting my Western preconceptions aside as a non-Indigenous researcher, and embracing Indigenous philosophical assumptions. A core goal is decolonization, which entails the obligation to disseminate research results to student teachers as a step in decolonizing teacher education, and the academy. Knowledge about the history and organization of the Swedish educational system is a learning objective in teacher education. In this paper session, I would like to discuss possible implications for intercultural relations that arise from the invisibility of Sámi schools, and their history, from the content in teacher education, using my work at Karlstad University, Sweden, as an example.

• Lindblom, Anne; Kärnä, Eija; Carew, Mark T.; Soan, Sue; Dindar, Katja & Roos, Carin (2018). Imagining inclusive education for pupils diagnosed with Autism Spectrum Disorder. Vis sammendrag

  Theoretical framework, objectives and research questions In Sweden, Finland and England, inclusive education is advocated in school legislation. Subsequently, support for children diagnosed with Autism Spectrum Disorder (ASD) is generally provided within the mainstream classroom. It is likely that student teachers will encounter pupils with ASD during their practical placement, and in their profession, as ASD prevalence has risen markedly worldwide, and currently stands at approximately 1 in 100 (Autism Europe, 2016). Teachers require knowledge about ASD to ensure inclusion and the adequate delivery of support and intervention methods. Such knowledge could be about representations of ASD regarding social interaction and communication, which can offer challenges for the pupil in the mainstream context (Shereen & Geuts, 2015). However, previous research has mainly examined teachers’ and student teachers’ attitudes towards inclusion of pupils with ASD (e.g. McGregor & Campbell, 2001; Ross-Hill, 2009), and not investigated teachers’ in-depth understanding of ASD interactions and communications. This study aims to fill the gap through the application of an empathy-based story-writing method with student teachers. The project represents a collaboration between researchers in Psychology and Special Education at three European universities across Sweden, Finland and England. The purpose of this presentation is to present preliminary findings of this ongoing interdisciplinary research project and obtain feedback and comments from the scientific community. The research questions posed in this phase of the project are: 1. How do student teachers describe imagined interactions with pupils diagnosed with ASD? 2. How do student teachers describe the success or failure of interaction with pupils with ASD? 3. Are there differences in student teachers’ stories between Sweden, Finland, and England? Methodology The project involved a survey with a quantitative section and qualitative sections. This paper presentation will focus on introducing results from the qualitative data, which consisted of a task where student teachers were asked to write about an imagined teaching situation. The student teachers were asked to write about a positive and a negative teaching situation with a new pupil diagnosed with ASD, a method referred to as empathy-based stories. Empathy-based stories are writings that are created by participants according to an introductory script provided by a researcher (Eskola, 1998). This method is also called a passive role-play method and it is used for gathering information on the experiences and ideas embedded in narratives produced by research participants. It was originally developed in social psychology and it is a modification of active role-playing method for studying the participant’s interpretations of situations (Ginsburg, 1979; Eskola, 1997). In our study, the student teachers were first asked to write about what happened in the classroom, and then how they felt about it. Next, they were asked to write about the interaction with the pupil, and lastly, what they felt the pupil thought about them. This exercise was planned to be short, approximately 5 minutes per story. The final sample comprised 704 student teachers (Swedish N = 262, Finnish N =251, English N = 191). A coding scheme was made by the Finnish researchers, and before coding in Sweden and England, 10 negative and 10 positive stories were co-rated by the research team to ensure adequate inter-rater reliability. Expected outcomes The coding and analysis process is ongoing, but we plan to have some preliminary results to report from the three countries at the ECER conference.

• Lindblom, Anne & Jannok Nutti, Ylva (2018). Special Education in Swedish Sámi Schools-a Project in the Making. .
• Lindblom, Anne (2017). The meaning of music for First Nations children with Autism Spectrum Disorder in British Columbia, Canada.
• Lindblom, Anne & Amsell, Christoffer (2017). Autism in the Swedish school system – personal narratives. Vis sammendrag

  In Sweden, no diagnosis of any kind is required to get special support in school according to the Swedish Education Act. Furthermore, students should receive special support within the group of students they belong. As a lecturer and researcher in the field of special education, this is what I teach at Karlstad University, Sweden. Previously, I worked in a self-contained remedial classroom for young pupils with behavioral problems, who often were diagnosed with developmental disorders such as autism. There are, obviously, exceptions that are regulated in the Education Act. However, in practice, schools sometimes pressure parents to start a diagnosis process for their child, and not all pupils’ needs of special support are met. This became painfully apparent when my oldest grandchild entered the Swedish school system. I am fifteen years old and I hate school. Teachers have never liked me, and I have always been to blame for my difficulties in school. This led to severe anxiety and social phobia. Currently, I am attending something called Not-School, which is adapted to match my needs. I have two days practicum with my step-grandfather, either in his workshop, on the farm or repairing machines. This is my fifth school. I hate school, but I like learning about things I am interested in. To compensate for my negative school experiences, my family is devoted to making my life outside of school as interesting, pleasurable and full as possible. I like playing computer/video games, riding my moto-cross, animals, working on engines, and travelling. With my grandmother I have been on vacations to Norway, Bulgaria and Greece, but also accompanied her on research related trips to Canada and the USA. This is my first autism presentation and my first visit to Australia. Statement: This presentation is relevant and may benefit people on the autism spectrum as it addresses health and wellbeing, as well as strengths and interests in an international context from the perspective of a boy growing up to be a young man. It is also academic perspective and family-oriented.

• Lindblom, Anne & Toby, Samarra (2017). Resourceful Indigenous families of children with autism. . Vis sammendrag

  Resourceful Indigenous families of children with autism In a research project involving five First Nations families in British Columbia, Canada, with a child diagnosed with autism, it became apparent that autism support and diagnosis services can be difficult to access. In a pilot conversation, an Indigenous family in Australia revealed similar issues. To ensure care for their children, these families have to be creative and resourceful. The aim of this presentation is present how two First Nations families acquire services, or provide care for their child when services are not available. Furthermore, an Indigenous, Australian medical doctor and mother of a child with autism, will tell about their struggle for appropriate services and support, and present the kit she has developed. The research project used a pan-tribal framework. To address power issues and to reflect the reciprocal relationality in Indigenous worldviews, the term research partner is used instead of participant and conversation is used instead of interview. Other methods such as observations, video-filmed observations, intuition and dream were also used. Access to services and support varies depending on living location. Results show that the First Nations families tend to their child’s needs in different ways, such as inclusively within a multi-generational family, and accessing services through autism funding are ways that First Nations families. The Australian family relocated to access services and support, and constructed a learning kit. Resourcefulness is essential to all families with a member diagnosed with autism when community services and support systems fail to adequately serve their needs. However, for Indigenous families, the Western deficit model is not compatible with the inclusive, reciprocal worldviews. For them, their resourcefulness may be all they have to work with. Future research should address this gap between needs and support, and address cultural sensitivity and appropriateness. Statement: People on the autism spectrum can benefit from this presentation as it focuses on strengths within families. Furthermore, it shines light on Indigenity and autism which is under-represented.

• Lindblom, Anne; Soan, Sue; Dindar, Katja; Carew, Mark T.; Kärnä, Eija & Roos, Carin (2016). Contributing to change in teacher education? Assessing student teachers' attitudes towards people with autism spectrum disorder.
• Lindblom, Anne (2016). The use of music to feel happy and safe exemplified by the case of Debbie, a First Nations teenager diagnosed with ASD.
• Lindblom, Anne (2016). Am I there yet? My journey towards a PhD using Indigenous Research Methodologies.
• Lindblom, Anne (2016). Decolonizing music interventions and support for First Nations children with autism in BC Canada.
• Lindblom, Anne (2017). Stepping out of the shadows of colonialism to the beat of the drum. The meaning of music for five First Nations children with autism in British Columbia, Canada. Publications of the University of Eastern Finland. dissertations in Educaiton, Humaities and Theology. ISSN 978-952-61-2429-2.

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