Anne Lindblom

• Lindblom, Anne; McPherson, Emily; Masternes, Jon-Are & Ulateig, Idun Kristine Angard (2026). A Multi-Voiced Auto-Ethnographic Reflection on the Double Education Track in Higher Education. I Snipstad, Øyvind Ibrahim Marøy & Hvidsten, Bente I. Borthne (Red.), Navigating Contested Perspectives in Special Education. Routledge. ISSN 9781003652656. s. 159–172. doi: 10.4324/9781003652656-14. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy; Lindblom, Anne; Syversen, Kristina Brodal & Hvidsten, Bente I. Borthne (2026). Introduction. I Snipstad, Øyvind Ibrahim Marøy & Hvidsten, Bente I. Borthne (Red.), Navigating Contested Perspectives in Special Education. Routledge. ISSN 9781003652656. s. 1–12. doi: 10.4324/9781003652656-1. Fulltekst i vitenarkiv
• Lindblom, Anne; Soan, Sue; Kärnä, Eija; Dindar, Katja & Carew, Mark T. (2026). Comparing student teachers’ attributions of success or failure of educational interactions involving pupils on the autism spectrum in England, Finland and Sweden. International Journal of Inclusive Education. ISSN 1360-3116. s. 16–16. doi: 10.1080/13603116.2026.2625153. Fulltekst i vitenarkiv Vis sammendrag

  The prevalence of autism is rising. Inclusive education is promoted in England, Finland and Sweden, which means that many pupils on the autism spectrum are taught in the regular classroom. Student teachers’ attributions of success or failure of educational interactions with pupils were sought. Data were collected from student teachers in England (n = 191), Finland (n = 251) and Sweden (n = 262), using the method of empathy stories, in which the students produced imaginary texts based on short frame stories. Drawing on attribution theory, a qualitative deductive analysis was conducted. Causes related to teacher actions and child skills or behaviours were perceived to be the primary causes of success or failure. A key cross-national difference is that the Swedish and English student teachers attributed the causes to teacher actions and child skills in a binary manner, whilst the Finnish student teacher attributions were more diverse. Additionally, the Finnish student teachers wrote longer stories with more detailed descriptions, indicating a more complex understanding of educational interactions with pupils on the autism spectrum.

• Lindblom, Anne; Hanssen, Natallia Bahdanovich & Syversen, Kristina Brodal (2025). Innsatsteamet som ressurs for laget rundt eleven: inkludering, anerkjennelse og mestring. Psykologi i kommunen (PIK). ISSN 1892-3364. doi: https:/utdanningsforskning.no/artikler/2025/innsatsteamet-som-ressurs-for-laget-rundt-eleven-inkludering-anerkjennelse-og-mestring/. Fulltekst i vitenarkiv Vis sammendrag

  Til tross for gode intensjoner og hardt arbeid så er det ikke alltid pedagoger lykkes med å skape læringsmiljøer som fremmer elevers læring, sosiale og personlige utvikling. For å håndtere denne utfordringen, har flere skoler i norske kommuner etablert innsatsteam som et lavterskeltilbud. Disse teamene arbeider med problemstillinger som atferdsproblematikk, klasseledelse, og skolemiljø. I artikkelen undersøker og drøfter vi hvordan et innsatsteam kan bidra til anerkjennelse av elever og lærere. Studiet har en kvalitativ tilnærming og baseres på seks semistrukturerte intervjuer med ansatte fra PP-tjenesten og lærere fra ulike grunnskoler. Sentrale funn i denne studien er, ifølge informantene, at innsatsteamet har bidratt til økt inkludering av elever, bedre skolehverdag, samt mestringsfølelse og mestringstro hos elevene. Gjennom god veiledning har innsatsteamet støttet lærerne med konstruktiv kritikk og ikke-dømmende samtaler. Det å bli tatt på alvor har skapt trygghet og mestringsfølelse hos lærere, noe som har førte til bedre relasjoner, samt mindre uro og forstyrrelser i klasserommet. Lærerne påpeker at de har fått nye perspektiver og syn på både sin egen rolle, elevene og hvordan se hverandre som en ressurs.

• Lindblom, Anne & Nutti, Ylva Jannok (2025). Paradigmatic disharmonies and dilemmas in special educational practices for Sámi children and youth in Norway. AlterNative: An International Journal of Indigenous Peoples. ISSN 1177-1801. 21(1), s. 130–138. doi: 10.1177/11771801241309817. Fulltekst i vitenarkiv Vis sammendrag

  The Sámi are the only recognised Indigenous peoples in Europe. The traditional homeland, Sápmi, stretches today over the countries Norway, Sweden, Finland and the Kola peninsula in Russia. The aim of this article is to pinpoint critical issues related to special educational support for Sámi children and youth in Norway. Research on this topic is scarce. Research conversations were held in 2022 with 10 Sámi special education teachers. The Sámi special education teachers’ narratives reveal how their language proficiency, cultural and subject knowledge, and special educational competencies allow them to bridge the paradigmatic disharmonies and dilemmas in special educational practices in Norway to various extent. To illustrate the results the article presents three scenarios depicting the Sámi special education teacher as a strong instrumentalist bridging between paradigmatic disharmonies; as a frustrated player constantly improvising to find the harmony; or playing an instrument that is not included in the symphony.

• Hansson, Susanne & Lindblom, Anne (2025). Ethical issues in special needs educators' consultation: Examples from the Swedish context. Journal of Research in Special Educational Needs. s. 1–13. doi: 10.1111/1471-3802.12747. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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.

• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 9783030482770. doi: 10.1007/978-3-030-48277-0_106-1. Fulltekst i vitenarkiv
• 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; 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• 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 9789144137681. 103 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Hagatun, Kari & Lindblom, Anne (2026). Decolonizing Dissemination in Special Education Research: Using Community-Embedded Art Forms in Roma and Sámi Communities. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores how different art forms can offer alternative modes to disseminate findings in minority communities in ways that are grounded in local epistemologies. Using art in dissemination is not novel in itself. However, we argue that by sharing findings through art forms recognized by and embedded in communities where the research has taken place, the community members can truly engage with, and challenge, the findings. The discussion will draw on ethnographic research in special needs education conducted in communities that are either recognized as a national minority or Indigenous. The first author will share experiences using portraiture methodology when disseminating findings in a Roma community in Oslo, Norway. The second author will share experiences using music metaphors when disseminating findings orally to Sámi special education teachers who participated in the research, as well as in a peer-reviewed article (Lindblom and Jannok Nutti, 2025). The art of storytelling, a core element in portraiture methodology, is central to the “Roma way” of sharing knowledge, similarly within a reciprocal, relational Indigenist paradigm, storytelling using metaphors made the research results more accessible. The empirical based experiences with dissemination will then be discussed in light of decolonial perspectives, arguing that when doing research in communities with a long history of exploitation and discrimination, also through research, scholars bear an ethical responsibility to address unequal power relations. Although special needs education research has increasingly emphasized “stakeholder involvement” and “giving back,” the modes of dissemination have not been fully addressed as situated endeavors. Recognizing and employing art forms held in high regard and practiced in the specific minority community involved, contributes to decolonizing special needs education research by grounding dissemination in local epistemologies and co-creation of knowledge.

• Hagatun, Kari & Lindblom, Anne (2026). Hot Moments in the Field: Relational Ethics in Autoethnographic Research in Marginalized Communities. Fulltekst i vitenarkiv Vis sammendrag

  Through an autoethnographic approach, we will address how doing participatory fieldwork in close-knit minority communities poses the researcher with unique situations that can never be planned for, and which demand emotional labor. The paper will be based on our personal experiences with educational research in two minority communities: a Roma community in Norway and in First Nations communities in British Columbia, Canada. Based on conversations in which we have shared and commented on each other's unique experiences, identifying specific “hot moments” from our autoethnographic narratives, we explore challenges and opportunities such situations can hold. We use Sara Ahmed’s (2004) notion of emotional work to illustrate how hot moments, traditionally used in critical pedagogy, can enrich understandings of ethnographic fieldwork in close-knit marginalized minority communities. In the paper, we see hot moments as affect-laden flashpoints when unplanned tensions surface, bodies and boundaries are renegotiated, and positionalities are “laid bare”. Based on our personal field experiences in participatory research, we argue that the emotions that surface in a hot moment often “stick” to specific cultural markers and can either reinforce or, if reflexively engaged, begin to disrupt stereotypes. Reflexivity here means recognizing how emotions can be performative and have agency in shaping interactions within communities during fieldwork. Drawing on theories such as situated intersectionality, decolonial perspectives, and relational indigenous ethics, we specifically aim to illustrate how new opportunities for unique interactions can occur in the wake of hot moments during fieldwork. Recognizing that our own emotional responses are part of the “relational field” can allow us to practice a relational ethic responsive to unique community norms, ultimately transforming a hot moment into a co-created space of mutual vulnerability. Hence, hot moments become more than obstacles to be managed, they can rather be seen as affective signals pointing to where power is uneven and where epistemologies collide. In the discussion, we will (re)consider how our analysis can strengthen our decolonial commitments by centering local relational practices, rather than relying on standardized academic ethical frameworks.

• Bruno, Grant; Tang, Annie; Boucher, Troy Q.; Coombs, Emily; Waisman, T.C. & Lindblom, Anne (2026). Content Analysis of Responses from the INSAR Special Interest Group (SIG): Indigenous Perspectives on Autism: Navigating Autism Through Culture and Colonialism. Autism Research. ISSN 1939-3792. doi: https:/onlinelibrary.wiley.com/doi/10.1002/aur.70224. Fulltekst i vitenarkiv Vis sammendrag

  Autism remains understudied and under-detected in Indigenous communities across the globe. This content analysis investigates key themes and future directions for Indigenous autism research, as discussed during a Special Interest Group at the 2025 International Society for Autism Research meeting in Seattle, United States. Discussions and perspectives were explored with shared knowledge from international participants who were service providers, Autistic self-advocates, academics, and other autism-related stakeholders.The emergent themes emphasized the need for autism research in Indigenous communities to utilize approaches that are decolonized, culturally informed and strength-based. The results highlighted the need for researchers to focus on building trust, fostering relationship-building, and encouraging collaborative research partnership with communities, while addressing systemic limiting factors and integrating knowledge systems from Indigenous and Western models. There is also a desire for more Indigenous-led initiatives that allow non-Indigenous researchers to provide support. Overall, there is a clear interest in future Indigenous autism research initiatives, but further shifts are needed to ensure that efforts are community-led and strength-based.

• Lindblom, Anne (2026). Dialog och reflektion - dialogiska reflektionsmodellen. I Groth, Mia-Marie Sternudd & Evermark, Monica (Red.), Skolutveckling genom samtal. Studentlitteratur AB. ISSN 9789144194349. Fulltekst i vitenarkiv Vis sammendrag

  Den dialogiska reflektionsmodellen är en beforskad och beprövad modell för professionsutveckling inom samtliga skolformer. Modellen ger en trygg inramning för djupgående dialog och reflektionkring deltagarnas egna dilemman och frågor. Etiska överväganden genomsyrar modellens alla steg, vilket ställer krav på att samtalsledaren är uppmärksam på gruppens och sina egna handlingar och reaktioner. Professionsutvecklande samtal går hand i hand med skolutveckling. Vi presenterar forskning som vi gjort om etik i handledning i specialpedagogiska frågor, vilken vi menar har relevans för professionsutvecklande handledning. Förutsättningar för handledning i digitala rum problematiseras.

• Bruno, Grant; Lindblom, Anne; Tupou, Jessica; Kewene, Fran; Waisman, TC & Magiati, Iliana (2025). Decolonizing autism research: Integrating Indigenous ways of knowing, being, and doing. Autism. ISSN 1362-3613. 29(11), s. 2643–2643. doi: 10.1177/13623613251382398. Fulltekst i vitenarkiv
• Bruno, Grant; Lindblom, Anne; Masternes, Jon-Are; Tupou, Jessica; Waisman, T C & Toby, Samarra [Vis alle 8 forfattere av denne artikkelen] (2025). Global Indigenous perspectives on autism and autism research: Colonialism, cultural insights and ways forward. Autism. ISSN 1362-3613. s. 275–283. doi: 10.1177/13623613251318399. Fulltekst i vitenarkiv
• Bruno, Grant; Coombs, Emily; Boucher, Troy; Lindblom, Anne & Waisman, TC (2025). Special interest group and panel discussion- Indigenous Perspectives on Autism: Navigating Autism Through Culture and Colonialism. Fulltekst i vitenarkiv
• Lindblom, Anne (2025). Indigenous Sámi experiences of autism in Norway. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy; Lindblom, Anne & Syversen, Kristina Brodal (2024). Dialogues in Special Education: Navigating Contradictory Perspectives in Special Education. Fulltekst i vitenarkiv
• Bruno, Grant; Toby, Samarra; Lindblom, Anne; Boucher, Troy; Coombs, Emily & Nicholas, David [Vis alle 11 forfattere av denne artikkelen] (2024). INSAR 2024 Special Interest Group: Indigenous Autism in Global Contexts. Fulltekst i vitenarkiv
• Mjøs, Marit; Moen, Vegard; Lindblom, Anne & Nutti, Ylva Jannok (2024). Experiences of Inclusive and special education in Norway. Fulltekst i vitenarkiv
• Lindblom, Anne (2024). Indigenous autism in global contexts. Fulltekst i vitenarkiv
• Hansen, Ketil Lenert; Nutti, Ylva Jannok; Lile, Hadi Strømmen & Lindblom, Anne (2023). Mihá studien – samiske elevers folkehelse og livsmestring. Fulltekst i vitenarkiv
• Lindblom, Anne & Nutti, Ylva Jannok (2023). Sámi perspectives on diversity, inclusion and special educational support. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Lindblom, Anne; Hanssen, Natallia Bahdanovich & Syversen, Kristina Brodal (2022). Intervention teams as a resource. Fulltekst i vitenarkiv
• Lindblom, Anne; Nutti, Ylva Jannok; Hansen, Ketil Lenert & Kuhmunen, John-Marcus (2022). Samiske perspektiver på mangfold, inkludering og spesialpedagogisk støtte. Fulltekst i vitenarkiv
• Lindblom, Anne (2021). MUSIC AS A FACILITATOR FOR SKILL DEVELOPMENT: REVISITING THREE YOUNG FIRST NATIONS INDIVIDUALS ON THE AUTISM SPECTRUM. Fulltekst i vitenarkiv
• 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? Fulltekst i vitenarkiv
• Lindblom, Anne & Nutti, Ylva Jannok (2021). Teoriutveckling: Indigenous and Indigenist models of (special) inclusive education. Fulltekst i vitenarkiv 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 & Nutti, Ylva Jannok (2021). Sámi perspectives on diversity and special education support in educational settings. Fulltekst i vitenarkiv
• Lindblom, Anne & Nutti, Ylva Jannok (2020). Rethinking education to meet pupil diversity in Sami education - conceptualizing an Indigenist model of Special Education. Fulltekst i vitenarkiv 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. Fulltekst i vitenarkiv
• Lindblom, Anne (2019). Decolonizing teacher education. Fulltekst i vitenarkiv 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. Fulltekst i vitenarkiv 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 & Nutti, Ylva Jannok (2018). Special Education in Swedish Sámi Schools-a Project in the Making. Fulltekst i vitenarkiv
• Lindblom, Anne & Amsell, Christoffer (2017). Autism in the Swedish school system – personal narratives. Fulltekst i vitenarkiv 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. Fulltekst i vitenarkiv 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 (2017). The meaning of music for First Nations children with Autism Spectrum Disorder in British Columbia, Canada. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Lindblom, Anne (2016). Decolonizing music interventions and support for First Nations children with autism in BC Canada. Fulltekst i vitenarkiv
• Lindblom, Anne (2016). Am I there yet? My journey towards a PhD using Indigenous Research Methodologies. Fulltekst i vitenarkiv
• 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 9789526124292. Fulltekst i vitenarkiv

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