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The aim of this study is increased insight and understanding of how learning from research to practice is working theoretically and experienced by participants. Research questions are: 1. What does learning from research mean, from a theoretical perspective? 2. How is learning from research to develop practice experienced from a participant perspective? 3. How can learning from research at work be promoted and contribute to better understanding of interactions between research and practice in local research and development projects? A theoretical- analytical framework is developed. It is then used to understand and explain how learning from research is experienced by participants in local R & D projects. After data collection using semi structured interviews and a thematic analysis, new aspects are added to the framework in an abductive process. The results show that a rewarding interplay between research and practice is possible, but it needs more critical reflections and a developed understanding of different types of knowledge and their unique contributions to learning. An epistemological change is needed where practical knowledge and research is seen as equals is also important. Where researchers instead of being experts becomes co-creators of knowledge along with the practitioner, to solve common issues. / Målet med studien är ökad insikt och förståelse för hur lärande i samspel mellan forskning och praktik fungerar teoretiskt och upplevs ur ett deltagarperspektiv. Forskningsfrågor:  1. Vad innebär lärande av forskning för att utveckla praktiska arbetssätt, utifrån ett teoretiskt perspektiv? 2. Hur upplevs lärande av forskning för att utveckla nya arbetssätt, utifrån ett deltagarperspektiv? 3. Hur kan lärande av forskning på arbetsplatser främjas och bidra till en större förståelse för samspelet mellan forskning och praktik i lokala FoU projekt? Ett teoretisk-analytiskt ramverk utvecklas som svar på första frågan. Det används sedan för att förstå och förklara hur lärande av forskning upplevs ur ett deltagarperspektiv i lokala FoU projekt. Efter en datainsamling via semistrukturerade intervjuer och en tematisk analys adderas nya aspekter in i ramverket i en abduktiv process. Studien visar att ett givande utbyte mellan forskning och praktik kan ske, men att den kritiska reflektionen behöver förstärkas och en utvecklad insikt om vad olika kunskapsformer kan ge och deras unika bidrag till lärandet. En förändrad kunskapssyn är också viktig där forskning och praktisk kunskap anses lika värdefulla. Där forskaren istället för expert blir medskapare av kunskap ihop med praktiker för att lösa gemensamma problem.

Bakgrund: I samtliga vårdverksamheter kommer patienter i kontakt med sjuksköterskestudenter, som under den verksamhetsförlagda utbildningen förväntas erbjuda patienter god vård under handledning av legitimerade sjuksköterskor. Syfte: Att beskriva patienters upplevelser av att vårdas av sjuksköterskestudenter. Metod:Systematisk litteraturstudie med en beskrivande syntes, grundad i kvalitativ ansats. Resultat: Patienter upplevde att studenters bemötande kunde präglas av ett genuint förhållningssätt vilket ökade patienters välbefinnande. Studenters närvaro kunde även bidra till en vård utöver det vanliga, en förbättrad vård som var mer anpassad efter individen. En ömsesidig gemenskap kunde infinna sig i mötet mellan studenter och patienter, men att som patient vara navet i lärandeprocessen kunde även upplevas som sårbart. Slutsats: Patienters upplevelser av sjuksköterskestudenter var övervägande positiva. Studenter bidrog med genuin närvaro och var generösa med sin tid, vilket bidrog till ökat välbefinnande hos patienter. Med studenter närvarande kunde patienter hamna i ett lärande sammanhang vilket kunde påverka patienters vårdupplevelse både positivt och negativt. / Background: In all care activities, patients come into contact with nursing students. Students are expected to offer patients good care at their clinical placements under the supervision of licensed nurses. Aim: To describe patients’ experiences of being cared for by nursing students. Method: Systematic literature study with a descriptive synthesis, based in qualitative approach. Results: The patients experienced an increased well-being through students’ genuine approach. The presence of students could also result in a care beyond the ordinary, as an improved care which was more adapted to the individual. A mutual togetherness could occur in the encounter between students and patients,but as a patient being the hub of the learning process could also be perceived as vulnerable. Conclusion: Patients' experiences of nursing students were predominantly positive. Students contributed with a genuine presence and were generous with their time, which contributed to increased well-being of patients. With students present, patients could end up in a learning context, which could affect patients' care experience both positively and negatively.

Introduction E-health, defined as digital healthcare services enabling remote contact between patient and caregiver, has gained increased attention in scientific research during the recent decades. Given the rapid pace of technological progress and the ever-changing nature of work, health care professionals constantly need to learn new technologies (Agrawal & Prabakaran, 2020; Carlander, 2021; Samuelson et al., 2022). Such learning can take place in different ways. Over the past thirty years, theories of work-integrated learning (WIL) have emerged, initially focusing on individual practitioners formal learning as an organized activity in educational settings, only to later widen the scope to include informal learning – learning as a dimension of everyday practice – at individual, group and organizational level. In this thesis, health care professionals’ informal learning is studied. E-health, at times conceptualized as a place-independent technology liberating health care from its spatial limitations, is analysed from a place perspective, thus contemplating on the importance of place when presumably place-independent technologies are implemented in everyday practice. While the general conditions for primary care in urban and rural areas have been researched to some extent (e.g. Ekman et al., 2019; Kullberg et al., 2018; Lindberg & Carlsson, 2018; Lindberg et al., 2021; Myndigheten för vård och omsorgsanalys, 2021) it remains to explore in what ways these conditions can affect professional learning in an e-health context, thus affecting how technology is used. A perspective that describes the technology as place-independent could suggest that the technology works in a similar way everywhere, a one-size fits all, regardless of where practice is conducted. But with few exceptions (e.g. Currie et al., 2015; Lindberg et al., 2021; Lindberg & Carlsson, 2018; Salemink et al., 2017), e-health in primary care from a place perspective has rarely been studied and problematized. Although the relevance of e-health for rural areas has been identified, there is still a lack of research and knowledge regarding e-health in rural areas (Lindberg & Carlsson, 2018) and the spatial shift that occurs when care moves from a physical to a digital space. In health research, calls for research with place perspectives have been voiced, as health is linked to the social, and the social to a place (Wiles et al., 2009); in this case, what takes place while learning digital health in a social space. The setting of this study is a rural primary health care center located in Sweden. In the area of the health care center, geographical distances are longer, the population older, and the digital infrastructure to some extent deficient, compared to the national average. The study describes and analyzes healthcare professionals’ learning, use of e-health services and their experience of the potential and limitations of e-health in their rural context. In addition, patients 65 years and older are interviewed, as they form a central part of the care environment described and thus the health care professionals’ everyday learning environment. Aim and research questions The overarching purpose of the study is to contribute with an increased understanding of how health care professionals in primary care come to learning and e-health services to use in a health care environment with physical geographical distances, an aging population, and to some extent insufficient digital infrastructure. The following research questions guided the work: - How can health care professionals’ learning and use of e-health technologies be understood from a place perspective? - Which opportunities and limitations do e-health pose in rural primary care? - How are older people's experiences taken into account when e-health services are used and how does the elderly patient (65 years and older) experience an increasingly digital primary care environment? Method This study emanates from data produced january 2021 to may 2022 through interviews with health care professionals (N=14) and patients aged 65 years and older (N=14). Health care professionals were recruited from a primary health care center in a rural area in Sweden. Patients were recruited from the same area. The health care professionals comprised of doctors, nurses, assistant nurses, medical secretaries and a health care center manager. Semi-structured interview guides were used during the interviews. The health care professionals were asked questions about individual use of digital health technologies, motivation to use digital health technologies, professional learning and development and experience of digital health in a rural setting. Patients were in a similar fashion asked about individual use of digital health technologies, motivation to use these technologies and their personal relationship to the health care center. All data were analyzed in accordance with constructive grounded theory as described by Charmaz (2017, 2014, 2012, 2005, 2000). This variant of grounded theory has gained influence in recent years and has also become popular in the health sciences (Albert, 2019; Mills et al., 2006). The difference between classical grounded theory and the constructivist-based grounded theory can be seen as a difference in ontology and epistemology. In the constructivist-based theory, unlike the classical grounded theory, the researcher is seen as a co-creator of the empirical material. Through his/her interpretations, the researcher becomes part of what is being studied, which means that the empirical material is subsequent to change. Charmaz (2014) describes constructivist grounded theory as a method that can lead to creative interpretations as the analytical process can contribute with an understanding of both social processes and general events. Results During interviews, health care professionals and patients assigns the health care center connotations that are also used to describe the wider setting of the health care practice, the “countryside”; a place with geographical distance but also social proximity, often contrasted and compared with a notion of a more impersonal care in the city. The “personal care” described at the local health care center is made possible due to spatial continuity, in part created by relationships and networks built up over time, in part due to the emotional connections to the health care center as a physical place. For patients, recognition creates a knowledge-based continuity, which in turn provides security and emotional ties between patient and professional. Health care professionals view these relationships as an integral part of creating good care. The emphasis of personal relationships and the importance of the social in care – i.e. informal, spontaneous meetings between patient and nurses – shows how the health care have established a social role in local society. Both professionals and patients describes the health care center as a meeting place, a place with no boundaries for access to health care. However, e-health technologies, for example digital care meetings via videolink, is to a large extent viewed as creating new boundaries. Health care professionals describe how the elderly patient lacks knowledge or is too unaccustomed to use digital tools, why elderly patients opt out of digital care meetings in favor of a physical visit. Interviewed patients, however, describe that they – with variations but to a large extent – are digitally savvy. Instead, opting out of digital care is an expression of active choice. The health care center is an appreciated meeting place that delivers a social, informal and spontaneous dimension of care, dimensions the digital care meeting cannot offer. vii Together with this empirical data, theoretical data of social health, affordances and the importance of third places in local society, shows the relation between place and learning. Gibson's (1979) concept of affordance encompasses the conditions that emanate from a particular place, a place-related action-borne knowledge based on the resources offered in the surrounding environment, thus providing answers to what the environment can offer in regard to its possibilities and limitations. On the superficial level, a coverage map showing the digital infrastructure in the health care centers’ immediate area – showing whether a digital care meeting is at all possible – describes one of the affordances that exist when the health care professionals are faced with the decision to schedule a digital care meeting. On the other hand, there are also more abstract affordances at play: the view of the patient's relationship with the health care center and its professionals, the local role of the health care center, the patient's readiness – i.e. digital literacy – to conduct a digital care meeting and the question of the nature of a “good” care meeting. Discussion and conclusion The study highlights the importance of viewing learning from a sociocultural perspective. Although Gibson's (1979) affordances previously have been used in research on learning, it could be argued that this has been done with a narrow interpretation of what constitute an affordance. For example, workplace affordances have been limited to which learning opportunities are easily accessible to workers, the employee's ability to create learning opportunities for themselves, and access to teachers (e.g. Berkhout et al. 2017). But since a workplace cannot be seen as a solitary unit, more studies need to shed light on e-health from a place perspective where health care activities, such as e-health, are seen together with their cultural and social context. To understand what learning is possible, an understanding of place is required. Following a socio-material perspective the affordance cannot be limited to the characteristics of an actor or technology – what it enables – but also something that consists of the relationship between people, technology and the socio-cultural environment, the social practices that the technologies creates and offers. In this case e-health usage is limited by both health care professionals and patients, but in different ways. For health care professionals, the low digital readiness that they perceive among their patients formulates limits to usage. For the patients, however, usage is primarily not a question of lack of knowledge regarding digital health care services, rather, the patients make an active choice in favor of a social, physical visit to the health care center, instead of a perceived anonymous digital health care meeting. / Denna studie belyser vårdprofessioners lärande när e-hälsoverktyg, digitala vårdtjänster som medger distanskontakt mellan patient och vårdgivare, ska komma till användning i en svensk primärvårds- och landsbygdskontext. I fokus står en vårdcentral på landsbygden, där de geografiska avstånden är längre, befolkningen äldre och den digitala infrastrukturen till viss del bristfällig. Studien beskriver och analyserar vårdprofessionernas lärande och användning av e-hälsotjänster och upplevelsen av e-hälsans potential och begränsningar utifrån den egna kontexten. I studien har förutom vårdprofessioner (läkare, sjuksköterskor, undersköterskor, medicinska sekreterare, verksamhetschef) även patienter 65 år och äldre intervjuats, då de utgör en central del i den beskrivna vårdmiljön och därmed också i vårdprofessionernas lärmiljö. Då kunskap om förutsättningarna för e-hälsa på landsbygden och vårdprofessionernas lärande utifrån denna landsbygdskontext fortfarande är bristfällig, är det relevant att belysa e-hälsa utifrån ett lärande- och landsbygdsperspektiv. Den forskningsansats och analysmetod som använts i studien är Charmaz artikulering av grundad teori, konstruktivistisk grundad teori (Charmaz, 2017, 2014, 2012, 2005, 2000), en uppsättning riktlinjer för empirinära, teorigenererande analys. Studiens resultat beskriver hur såväl e-hälsa som lärande är komplexa fenomen som behöver ses i sitt sammanhang. Medan e-hälsa beskrivits som en möjliggörare av platsoberoende vård, visar studien att det finns många platsberoende aspekter att ta hänsyn till för att tekniken ska komma till användning. I studien används begreppet handlingserbjudande (Gibson, 1979:; Billet, 2001a; 2001b) för att illustrera möjligheter till lärande givet platsens förutsättningar, något som ofta formuleras i relation till patienten: vad vårdprofessionerna upplever att patienten kan och vill. Då handlingserbjudandena inte alltid motiverar vårdprofessionerna att använda digitala vårdtjänster, såsom videomöte, får det en direkt effekt på lärandet. För att beskriva kontexten för lärandet och de handlingserbjudanden som står till buds används begreppet ”Tredje plats” (Oldenburg, 1991), en mötesplats som understödjer svaga ix band mellan individer på orten. Hälsocentralen har kommit att bli en uppskattad mötesplats för patienterna som upplever att det fysiska besöket understödjer social hälsa. Studien utmynnar i en modell som hjälper till att skapa förståelse för upplevda begränsningar med e-hälsa på den aktuella platsen, däribland hur föreställningar om det digitala ställs mot föreställningar om det sociala, synen på hälsocentralens roll och synen på vad som är en god och nära vård. Modellen kan dessutom bidra med förståelse för hur det kan se ut när e-hälsa implementeras på andra hälsocentraler på landsbygden.

Each year, students who are newly enrolled in the University of Ottawa Cooperative Education Programs prepare for their first co-op work terms. In this period of pre-employment, students ask themselves important questions like, “What do I have to do to get a job?” and “What do I want to be?” As a co-op practitioner I am exposed to students’ experiences and the dilemmas they face but I still wondered what was hidden from my view and outside of my understanding. Thus, during one-on-one interviews that occurred prior to their first co-op work terms, six co-op students shared the photographs and stories of their co-op experiences with me and I shared my photographs and stories with them. Goffman’s (1959) theory of dramaturgy provided the theoretical framework to present, interpret, and understand the words and pictures that emerged from these interviews. What resulted were dramas, narratives, and allegories: six participant descriptions written as mini-biographies, verbatim transcripts prepared as a reader’s theatre script, and a set of five themes composed with vivid symbolism. The five metaphoric themes of co-op student experience are (a) journey, (b) circus, (c) metamorphosing, (d) anglers at sea, and (e) warriors. Taken together, what emerged was a deeper seeing and a richer understanding of what’s “really going on” in the time prior to students’ first co-op work terms (Goffman, 1974, p. 8) particularly with regards to legitimate peripheral participation, reflection, and experiential learning.

No description available.

Trust is an important concept in nursing. Nursing is frequently described as a profession which is built on trusting relationships; hence, to produce competent professional nurses the building of trust and trusting relationships in nursing education is of utmost importance. The purpose of the study was to understand trust and trusting relationships between and among educators and students in the teaching and learning environment. A qualitative approach with a grounded theory design was used to discover the value of trust and trusting relationships and to develop a model for trust in the nursing education environment. All the nursing education institutions offering the R425 nursing programme in the selected province were included. Two nursing education institutions offered the R425 nursing programme in this province, a university and one public multi-campus nursing education institution with three campuses. The target population consisted of educators and students complying with the sampling criteria. Sampling of educators and students was purposive and convenient. The sample size consisted of fourteen students was purposive and convenient. The sample size consisted of fourteen educators and sixty students. In-depth face-to-face interviews were conducted with educators and fourteen focus group interviews were conducted with students. The three stages of Charmaz (2014) were used for the analysis of data, namely initial, focused and theoretical coding until data saturation was evident. Data collection and analysis and the literature review were done concurrently. Three role players were identified to be important in trust in nursing education. The role players are the educator, student and professional nurse. In the study two sets of data, namely the educators’ views and students’ views on trust in nursing education were synthesised. Four themes emerged, namely: namely professional relations, expectations of the role players in nursing education, creating a conducive teaching and learning environment and, finally, outcomes of trust or lack of trust. Ensuing from the findings of the current study, a model for trust in nursing education was developed – an important contribution to the body of knowledge of nursing education. The study throws light on self-trust, trusting relationships among role players, and trust in the teaching and learning environment. Awareness of trust and trusting relationships among the role players results in positive learning experiences, increased self-trust, self-confidence, motivation and better performance in nursing education. Recommendations made have a bearing on developing self-trust and trusting relationships among role players, the implementation of the model for trust in nursing education, and future studies in trust in nursing education / Health Studies / D. Litt. et Phil. (Health Studies)

Each year, students who are newly enrolled in the University of Ottawa Cooperative Education Programs prepare for their first co-op work terms. In this period of pre-employment, students ask themselves important questions like, “What do I have to do to get a job?” and “What do I want to be?” As a co-op practitioner I am exposed to students’ experiences and the dilemmas they face but I still wondered what was hidden from my view and outside of my understanding. Thus, during one-on-one interviews that occurred prior to their first co-op work terms, six co-op students shared the photographs and stories of their co-op experiences with me and I shared my photographs and stories with them. Goffman’s (1959) theory of dramaturgy provided the theoretical framework to present, interpret, and understand the words and pictures that emerged from these interviews. What resulted were dramas, narratives, and allegories: six participant descriptions written as mini-biographies, verbatim transcripts prepared as a reader’s theatre script, and a set of five themes composed with vivid symbolism. The five metaphoric themes of co-op student experience are (a) journey, (b) circus, (c) metamorphosing, (d) anglers at sea, and (e) warriors. Taken together, what emerged was a deeper seeing and a richer understanding of what’s “really going on” in the time prior to students’ first co-op work terms (Goffman, 1974, p. 8) particularly with regards to legitimate peripheral participation, reflection, and experiential learning.

This thesis focuses on students’ encounters with working life. The thesis aims to contribute to an increased understanding of the potential value of digital job portals in interplay with traditional social networks by capturing students’ perceptions of their paths to working life. A qualitative research method has been applied where respondents from University West have been interviewed both individually and in groups. Both current and previous students were included in the study. Eleven semi-structured individual interviews and two group interviews were conducted and recorded with the support of field notes. Based on this combined approach, which also permitted interaction among the respondents, the study could capture a greater variety of both current and previous students’ experiences. The study contributes with knowledge based on a number of students’ experiences of their encounters with working life, both before and after completing their studies at the university. The results of the study suggest that the interplay between digital job portals and traditional contact networks is of great importance. Digital job portals seem to provide a broad picture of the job opportunities in relation to the education, while the contact networks provide more in-depth understanding as well as relationships that might contribute to actual job offers. Hence, values are created as a result of their interplay. In addition, the study shows that the practice part of the work integrated learning approach at University West is instrumental for students in enriching their contact networks and that this, in turn, often result in their first jobs. On the basis of the results, recommendations are suggested for further studies as well as for actions that might improve the students’ paths to working life.The recommendations concern capturing of previous students’ experiences, analysis of the effects of Work Integrated Learning and in particular different forms of practice, exploringmore aspects of comp / Denna studie handlar om studenters möte med arbetslivet. Syftet har varit att bidra till en ökad förståelse för digitala jobbportalers potentiella värde för studenter i samspel med traditionella kontaktnätverk i studenternas möte med arbetslivet. En kvalitativ forskningsmetod har tillämpats där respondenter i form av alumner och sistaårsstudenter från Högskolan Väst har fått svara på frågor både enskilt och i grupp. Elva semistrukturerade enskilda intervjuer samt två gruppintervjuer har genomförts och spelats inmed stöd av fältanteckningar. Detta för att få en djupare förståelse för respondenternas upplevelser och erfarenheter av vägen till arbetslivet.Studien bidrar med kunskap om ett antal studenters upplevelser och erfarenhet av mötet med arbetslivet, både innan och efter avslutade studier på Högskolan Väst. Studiens resultat tyder på att samspelet mellan digitala jobbportaler och traditionella kontaktnätverk har en stor betydelse. Ett sätt att beskriva samspelet skulle kunna vara att digitala jobbportaler bidrar till en bred bild av arbetsmarknaden kopplat till utbildningen medan kontaktnäten bidrar till djupare förståelse och relationer som kan leda vidare till jobb. Värde skapas i hur dessa kompletterar och samspelar med varandra. I tillägg visar studien på att arbetsintegrerat lärande inte endast är viktigt för att koppla samman teori och praktik utan praktikperioder bidrar även till att berika studenternas kontaktnät, som i sin tur kan skapa förutsättningar för studenterna att få ett första arbete efter studierna. Med utgångspunkt i resultatet utformades rekommendationer för fortsatt arbete. Dessa rör att ta tillvara på tidigare studenters erfarenheter av vägen till arbete, analysera effekterna av AIL och särskilt olika former av praktik, utforska fler aspekter av kompetensförsörjning och -förmedling, samt digitala jobbportalers utformning och funktion.

Syftet med denna studie är att synliggöra hur studenter, i speciallärarutbildningen med inriktning utvecklingsstörning, upplever handledningen under sin VFU. Dessutom syftar studien till att få en bild av hur yrkesverksamma speciallärare, i särskolan, ser på samarbetet med högskolan samt få deras syn på handledning av blivande speciallärare. Som metod har en enkätstudie med blivande speciallärare och en intervjustudie med fem verksamma speciallärare på särskolan genomförts. Analysförfarandet utgår från hermeneutisk fenomenologisk ansats med fokus på relationell pedagogik. Analysen utgår från frågorna hur och vad studenterna och intervjupersonerna säger om handledning och samarbete.Resultatet visar att tid till reflektion och bemötande är två viktiga faktorer i handledning. Det har också framkommit att samarbetet kan utvecklas genom att högskolan ger tydligare direktiv gällande mål för studenters VFU och att högskolan får tillgång att forska i skolans verksamhet. Speciallärarna i verksamheten vill få ta del av ny forskning och fortbildning i ett samarbete. Kunskap om speciallärarprofessionen är viktig och när det gäller studenter som läser till speciallärare med inriktning utvecklingsstörning är fördjupade kunskaper om barn på tidig utvecklingsnivå något som behöver utvecklas. En ny yrkesprofession, nämligen förstelärare, är en grupp som eventuellt skulle kunna ha handledning som del i uppdraget, eftersom tre av fem intervjupersoner redan har det uppdraget och är dessutom intresserade av att handleda studenter.Det finns potentiella utvecklingsområden inom VFU i speciallärarutbildningen, inriktning utvecklingsstörning, där kunskap från denna studie kan bidra med att höja kvalitén på VFU:n i speciallärarutbildningen samt att utveckla och sprida kunskap om handledning i VFU, det vill säga hur yrkesteoretisk handledning som studenten möter på sin VFU bör se ut, såväl som vikten av samarbete mellan högskola och särskola. Mer forskning behövs. / The purpose of this study is to make visible how the students, in the special education teacher training program, focusing on intellectual disability, and experience supervision during their “working integration learning” (WIL). In addition, the study aims to get a picture of cooperation between the University and supervising teachers in school for children with intellectual disabilities as well as their views on the supervising of students. The methods employed were a questionnaire with the preparing special education teachers and interviews with five special education teachers at the school who took responsibility for supervision. The analysis upon the theoretical traditions of hermeneutist phenomenology with focus on relational pedagogy with an emphasis on what students and interviewed teachers say about supervision and cooperation.The results show that more time for reflection and a good treatment from the supervisor are two important factors in supervising preparing special educators. It also emerged that cooperation can be improved if the university provides clearer direction regarding goals for the students during WIL and the university provides access for prospective teachers to do research for science lessons. Special education teachers in the school for children with intellectual disabilities want to explore new research and training in a new partnership. Knowledge of the special education teaching profession is important and when it comes to students studying special education with an emphasis in intellectual disabilities, they need to acquire a deeper knowledge of children at early stages of development. An emerging position in schools is the head teacher or “first” teacher who might have supervision of preparing teachers assigned as a part of their job description. Three of the five teachers interviewed have supervision as a part of their work assignment and are interested in supervising preparing students.There are potential growth areas within the special education teachers regarding WIL, focusing children with intellectual disabilities, where the knowledge from this study may help to raise the quality of the WIL, and to develop and disseminate knowledge about supervision in the WIL as well as the importance of cooperation between universities and special schools. More research needs.