C. Nilholm

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Co-action, situation definitions and sociocultural experience. An empirical study of problem-solving in mother-child interaction

Claes Nilholm, Roger Säljö, R. Säljö, 1996 .

A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms

C. Nilholm, Gunilla Lindqvist, Nina Klang, 2020, Frontiers in Psychology.

Reviews of teaching methods – which fundamental issues are identified?

C. Nilholm, Eva Forsberg, Daniel Sundberg, 2020 .

Contextual influence on the language production of children with speech/language impairment.

C. Nilholm, K. Hansson, U. Nettelbladt, 2000, International journal of language & communication disorders.

Mapping and analysing reviews of research on teaching, 1980â•fi2018, in Web of Science: An overview of a secondâ•’order research topography

C. Nilholm, Eva Forsberg, Daniel Sundberg, 2021 .

Segregated education as a challenge to inclusive processes: a total population study of Swedish teachers’ views on education for pupils with intellectual disability

C. Nilholm, Gunilla Lindqvist, Nina Klang, 2020, International Journal of Inclusive Education.

The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system

J. Malmqvist, C. Nilholm, 2016 .

Conceptual diversities and empirical shortcomings – a critical analysis of research on inclusive education

C. Nilholm, K. Göransson, 2014 .

Co-action and situation definitions. An empirical study of problem solving in mother-child interaction

R. Säljö, C. Nilholm, 1996 .

Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings

C. Nilholm, Gunilla Lindqvist, Nina Klang, 2020, International Journal of Disability, Development and Education.

Inclusive education in Sweden? A critical analysis

C. Nilholm, K. Göransson, K. Karlsson, 2011 .

Enacting the role of special needs educator – six Swedish case studies

C. Nilholm, Nina Klang, Katarina Gustafson, 2017 .

Different agendas? The views of different occupational groups on special needs education

C. Nilholm, Gunilla Lindqvist, L. Almqvist, 2011 .

Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden

C. Nilholm, Gunilla Lindqvist, L. Almqvist, 2017 .

Complexities of preparing teachers for inclusive education: case-study of a university in Sweden

C. Nilholm, Jozef Miškolci, Gunnlaugur Magnússon, 2020 .

Varying access to professional, special educational support : a total population comparison of special educators in Swedish independent and municipal schools

C. Nilholm, K. Göransson, Gunnlaugur Magnússon, 2018 .

What is meant by inclusion? An analysis of European and North American journal articles with high impact

C. Nilholm, K. Göransson, 2017 .

C. Nilholm, K. Göransson, Gunnlaugur Magnússon, 2015 .

Challenging traditions? : pupils in need of special support in Swedish independent schools

C. Nilholm, K. Göransson, Gunnlaugur Magnússon, 2012 .

Special education, inclusion and democracy

C. Nilholm, 2006 .

Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support

C. Nilholm, David Paulsrud, 2020, International Journal of Inclusive Education.

Research about inclusive education in 2020 – How can we improve our theories in order to change practice?

C. Nilholm, 2020 .

Democracy and dilemmas of self‐determination

C. Nilholm, K. Karlsson, 2006 .

An inclusive classroom? A case study of inclusiveness, teacher strategies, and children's experiences

C. Nilholm, Barbro Alm, 2010 .

A comparative study of special educator preparation in Norway and Sweden

C. Nilholm, Anne Dorthe Tveit, D. L. Cameron, 2018, British Journal of Special Education.

Voices of special educators in Sweden: a total-population study

C. Nilholm, K. Göransson, G. Lindqvist, 2015 .

Promoting inclusion? ‘Inclusive’ and effective head teachers’ descriptions of their work

C. Nilholm, G. Lindqvist, 2014 .

Local school ideologies and inclusion: the case of Swedish independent schools

J. Malmqvist, C. Nilholm, K. Göransson, 2013 .

Context and Implications Document for: Mapping and analysing reviews of research on teaching, 1980–2018, in Web of Science: An overview of a second‐order research topography

C. Nilholm, Eva Forsberg, Daniel Sundberg, 2021, Review of Education.

From my perspective – Perceived participation in mainstream schools in students with autism spectrum conditions

M. Falkmer, T. Falkmer, C. Nilholm, 2012, Developmental neurorehabilitation.

Children with Down syndrome: Implications of a contextual approach

C. Nilholm, 2000 .

Is it possible to get away from disability-based classifications in education? : An empirical investigation of the Swedish system.

C. Nilholm, L. Almqvist, K. Göransson, 2013 .

Conversation versus narration in pre-school children with language impairment.

U Nettelbladt, C. Nilholm, B. Sahlén, 2000, International journal of language & communication disorders.

Early intervention with children with Down syndrome - Past and future issues

C. Nilholm, 1996 .

The Zone of Proximal Development: A Comparison of Children with Down Syndrome and Typical Children.

C. Nilholm, 1999 .

A continuing need for conceptual analysis into research on inclusive education: response to commentators

C. Nilholm, K. Göransson, 2014 .

The aims and meaning of teaching as reflected in high-impact reviews of teaching research

C. Nilholm, Eva Forsberg, Daniel Sundberg, 2021 .

School district administrators' perspectives on special education policy and practice in Norway and Sweden

C. Nilholm, B. Persson, D. L. Cameron, 2012 .

Making schools inclusive? Educational leaders' views on how to work with children in need of special support

C. Nilholm, G. Lindqvist, 2013 .

What is meant by ‘community’ in different theoretical traditions? An analysis of influential educational research

C. Nilholm, Eleni Patoulioti, 2023, European Journal of Special Needs Education.