Line Britt Ulriksen

• Ulriksen, Line Britt; Bilet-Mossige, Marthe; Larsen, Kenneth & Nordahl-Hansen, Anders (2026). Early Reading Interventions for Children with Intellectual Disabilities Using AAC: A Systematic Review of Single-Case Designs. Review Journal of Autism and Developmental Disorders. ISSN 2195-7177. doi: 10.1007/s40489-026-00593-7. Fulltekst i vitenarkiv
• Johansson, Veslemøy Maria Fossum; Gibson, Suanne; Woodcock, Stuart; Dechsling, Anders; Kullmann, Harry & Herrebrøden, Marte Karoline [Vis alle 8 forfattere av denne artikkelen] (2026). Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison. Frontiers in Education. 11. doi: 10.3389/feduc.2026.1710708. Fulltekst i vitenarkiv Vis sammendrag

  Background This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1,309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these perceptions. Based on a human rights perspective, we highlight parents’ perspectives and their role in the development of more inclusive education systems, without promoting one model of schooling over another. Methods Responses from 1,309 parents across four countries were analysed using descriptive and inferential statistics. Non-parametric tests compared satisfaction across school types, chi-squared tests assessed associations with willingness to change schools, and binary logistic regression examined whether level of support was associated with parents' willingness to change school placement. Results Parents in England, Germany, and Norway reported higher satisfaction with special schools than with mainstream schools. No statistically significant difference was observed in Australia. Parents of children in special schools were less likely to report considering changing schools, particularly in England and Norway. Higher pupil support needs were significantly associated with parents’ willingness to change school across the combined sample. These findings suggest that parental satisfaction with their child's education and their preferences regarding school placement may be shaped by both school type and how well pupils' support needs are perceived to be met. Discussion and conclusion The role of parents as key stakeholders in developing inclusive education systems, consistent with the Convention on the Rights of Persons with Disabilities (CRPD) is emphasised. While parents in special schools in three of the four countries reported higher satisfaction, the reasons for this remain unclear. Understanding the factors shaping parental satisfaction is essential for developing inclusive and responsive learning environments. These findings offer a starting point for future research on how education systems can better align policy commitments with families’ lived experiences.

• Ulriksen, Line Britt; Bilet-Mossige, Marthe & Nordahl-Hansen, Anders (2026). Kartlegging av tidlige leseferdigheter hos ASK-språklige elever med intellektuelle utviklingsforstyrrelser. I Skogdal, Signhild & Karlsen, Asgjerd Vea (Red.), Lesing og skriving for ASK-språklige personer | Fagbokforlaget. Fagbokforlaget. ISSN 9788245050349. s. 145–163. Fulltekst i vitenarkiv Vis sammendrag

  Dette er den første norske boka om lese- og skriveopplæring for personer som bruker alternativ og supplerende kommunikasjon (ASK). Lesing og skriving gir mulighet for selvstendig kommunikasjon, deltakelse og læring. Men mange ASK-språklige personer mangler lese- og skriveopplæring, eller den har stoppet på et tidlig nivå. Denne boka ser språk-, lese- og skriveutvikling i et livsløpsperspektiv – fra vugge til voksen alder. Nysgjerrighet, interesse og motivasjon for tekst løftes fram som en drivkraft i utviklingen. Boka gir teoretisk, metodisk og praktisk kunnskap om lese- og skriveopplæring for ASK-språklige. Kapitlene tar for seg grunnleggende teori om språk, lesing og skriving, universell utforming av språkmiljø, psykisk helse og betydningen av lesing og skriving, ny forskning på lesemetodikk og kartlegging, bruk av VR og KI, samt foreldres-, læreres- og ASK-språkliges erfaringer og refleksjoner. Målet er å inspirere til å starte eller videreføre lese- og skriveopplæring for ASK-språklige. Boka henvender seg til lærere, spesialpedagoger, logopeder, vernepleiere, ergoterapeuter, studenter, ansatte i pedagogisk-psykologisk tjeneste og andre støttesystemer, samt foreldre og andre interesserte.

• Bilet-Mossige, Marthe; Ulriksen, Line Britt & Nordahl-Hansen, Anders (2026). Tidlig leseopplæring for ASK-språklige elever med intellektuelle utviklingsforstyrrelser. I Skogdal, Signhild & Karlsen, Asgjerd Vea (Red.), Lesing og skriving for ASK-språklige personer | Fagbokforlaget. Fagbokforlaget. ISSN 9788245050349. s. 117–143. Fulltekst i vitenarkiv Vis sammendrag

  Dette er den første norske boka om lese- og skriveopplæring for personer som bruker alternativ og supplerende kommunikasjon (ASK). Lesing og skriving gir mulighet for selvstendig kommunikasjon, deltakelse og læring. Men mange ASK-språklige personer mangler lese- og skriveopplæring, eller den har stoppet på et tidlig nivå. Denne boka ser språk-, lese- og skriveutvikling i et livsløpsperspektiv – fra vugge til voksen alder. Nysgjerrighet, interesse og motivasjon for tekst løftes fram som en drivkraft i utviklingen. Boka gir teoretisk, metodisk og praktisk kunnskap om lese- og skriveopplæring for ASK-språklige. Kapitlene tar for seg grunnleggende teori om språk, lesing og skriving, universell utforming av språkmiljø, psykisk helse og betydningen av lesing og skriving, ny forskning på lesemetodikk og kartlegging, bruk av VR og KI, samt foreldres-, læreres- og ASK-språkliges erfaringer og refleksjoner. Målet er å inspirere til å starte eller videreføre lese- og skriveopplæring for ASK-språklige. Boka henvender seg til lærere, spesialpedagoger, logopeder, vernepleiere, ergoterapeuter, studenter, ansatte i pedagogisk-psykologisk tjeneste og andre støttesystemer, samt foreldre og andre interesserte.

• Bilet-Mossige, Marthe; Ulriksen, Line Britt; Larsen, Kenneth; Nordahl-Hansen, Anders & Moreira, Hugo Cogo (2026). A cluster-RCT deploying online video teacher training to improve reading skills in students with intellectual disabilities using augmentative and alternative communication: A study protocol. Research in Developmental Disabilities. ISSN 0891-4222. 170. doi: 10.1016/j.ridd.2026.105250. Fulltekst i vitenarkiv
• Ulriksen, Line Britt; Bilet-Mossige, Marthe; Larsen, Kenneth & Nordahl-Hansen, Anders (2026). Associations between receptive and expressive vocabulary and early literacy in young students with intellectual disabilities using AAC. Research in Developmental Disabilities. ISSN 0891-4222. 169. doi: 10.1016/j.ridd.2026.105239. Fulltekst i vitenarkiv
• Ulriksen, Line Britt; Bilet-Mossige, Marthe; Moreira, Hugo Cogo; Øien, Roald A & Nordahl-Hansen, Anders (2024). Reading instruction for students with intellectual disabilities who require augmentative and alternative communication: A multiple single case study with baseline, posttest, follow-up, and maintenance. Research in Developmental Disabilities. ISSN 0891-4222. 151. doi: 10.1016/j.ridd.2024.104790. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of the current study was to examine whether seven children, aged 6–10 years, with intellectual disabilities who require augmentative and alternative communication, could acquire phonological awareness and reading skills by using a reading material that is based on research on the evidence-based reading program Accessible literacy learning. The effect of the measures has been examined using a multiple single-case design with baseline, posttest, follow-up, and maintenance. All the teachers were trained to deliver the reading intervention in the students’ familiar place at school. The results indicated that students with intellectual disabilities who require augmentative and alternative communication could acquire phonological awareness and decoding by working systematically with reading material based on evidence-based strategies.

• Ulriksen, Line Britt; Bilet-Mossige, Marthe; Moreira, Hugo Cogo; Larsen, Kenneth & Nordahl-Hansen, Anders (2023). Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: a multiple single-case design with four randomized baselines. Trials. 24(1). doi: 10.1186/s13063-023-07452-4. Fulltekst i vitenarkiv Vis sammendrag

  Background: Literacy is one of the most important skills a students can achieve, as it provides access to information and communication. Unfortunately, literacy skills are not easily acquired, especially for students with intellectual disabilities who require augmentative and alternative communication (AAC). There are many barriers to literacy acquisition, some due to low expectations from parents and teachers and lack of evidence-based reading programs and reading materials adapted for AAC. Barriers as a result of extensive support needs is also a real factor. This trial aims to deliver reading instructions to 40 students with intellectual disabilities who require AAC and contribute in the debate on how to best support this population through reading instructions to maximizes their reading skills. Methodology: Forty non-verbal or minimally verbal students (age 6–14) with intellectual disabilities who require AAC will be part of a reading intervention with a multiple single-case design with four randomized baselines. The intervention period will last for 18 months and will commence in March 2023. The students will receive the intervention in a one-to-one format, working systematically with a reading material that contains phonological awareness and decoding tasks based on the Accessible Literacy Learning (ALL) developed by Janice Light and David McNaughton. All the teachers will be trained to deliver the reading intervention. Discussion: The reading material “Lesing for alle” (Reading for all) is based on and follow the strategies behind the research of ALL. The current trial will through a reading intervention contribute to move beyond only teaching sight words and combine several reading components such as sound blending, letter-sound correspondence, phoneme segmentation, shared reading, recognition of sight words, and decoding. The strategies and methods in use is built on the existing science of reading, especially what has been effective in teaching reading for students with intellectual disabilities who require AAC. There is limited generalizability of prior findings in reading-related phonological processing interventions to different populations of them who use AAC specially outside of the USA. More research is needed to understand how programs designed to improve reading skills across other settings understand the program’s long-term effects and to study the effectiveness when delivered by educators who are not speech language therapists or researchers.

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• Nordahl-Hansen, Anders & Ulriksen, Line Britt (2026). Kan alle barn lære å lese? Leseopplæring for barn med intellektuelle utviklingsforstyrrelser. doi: https:/www.sykehuset-ostfold.no/arrangementer/science-slam-21.-mai. Fulltekst i vitenarkiv
• Ulriksen, Line Britt; Bilet-Mossige, Marthe; Larsen, Kenneth & Nordahl-Hansen, Anders (2026). Sex/Gender Variations in Vocabulary and Reading Development in AAC-Using Autistic Children with and without ID. Fulltekst i vitenarkiv
• Ulriksen, Line Britt; Bilet-Mossige, Marthe; Larsen, Kenneth & Nordahl-Hansen, Anders (2026). Reading Instruction for Autistic Students Using AAC: Insights from Mainstream and Special Education Teachers. Fulltekst i vitenarkiv
• Johansson, Veslemøy Maria Fossum; Gibson, Suanne; Woodcock, Stuart; Dechsling, Anders; Kullmann, Harry & Herrebrøden, Marte Karoline [Vis alle 8 forfattere av denne artikkelen] (2025). Parental (Dis)Satisfaction with School Placement to Achieve Inclusion: A Cross-Country Comparison. Fulltekst i vitenarkiv Vis sammendrag

  Article 24 of the CRPD (2006) underpins inclusive education for children with disabilities as a human right. However, global systems often fail to meet these needs, with persistent segregation, limited accessibility, and inadequate accommodations (Anderson & Boyle, 2020). Inclusion is frequently reduced to physical placement, neglecting meaningful participation and systemic adaptation (de Beco, 2022). Critics argue this reinforces segregation rather than fostering inclusivity. Parental perspectives, shaped by concerns over bullying, isolation, and insufficient support, remain mixed (Gal et al., 2025). Systemic reform prioritizing parent and student voices is essential. This paper seeks to examine parental perceptions of children with additional educational needs, addressing a notable gap in research that has often overlooked these critical stakeholders (Sharma et al., 2022). It investigates the factors influencing parents' choices between mainstream and special schools for their children, as well as their satisfaction with these decisions. Using the recently developed Parental Perception of Inclusion Climate Scale (PPICS, Sharma et al., 2022), a tool designed to assess parents' views on school practices related to inclusion, our findings from a study with 9 countries, show that parents of children in special schools, report significantly higher levels of satisfaction compared to those with children in mainstream schools. Among parents considering a change in their child's school, those with children in mainstream schools are three times more likely to seek such a move. Notably, the likelihood of wanting to switch schools is not influenced by the level of support needs, though this trend varies in some country-specific data. Furthermore, 68% of respondents believe that special schools or special classes are necessary to meet the needs of students like their child, underscoring strong support for specialized education settings. Implications for practice and recommendations for policy and practice will be discussed.

• Ulriksen, Line Britt; Bilet-Mossige, Marthe; Larsen, Kenneth & Nordahl-Hansen, Anders (2025). Reading Intervention for 26 Autistic Students that Require Augmentative and Alternative Communication: A Multiple Single-Case Design. Fulltekst i vitenarkiv Vis sammendrag

  For autistic children who rely on augmentative and alternative communication (AAC), reading skills are key to advancing communication—from using graphic symbols in AAC systems to developing orthographic literacy (Caron et al., 2018) and expressing themselves independently (Light & McNaughton, 2011). However, many in this population face barriers to developing reading skills, and most research has focused on children with verbal communication abilities (Westerveld et al., 2017).This study investigated effects of an Early reading intervention for autistic students who require AAC.

• Johansson, Veslemøy Maria Fossum; Herrebrøden, Marte Karoline; Ulriksen, Line Britt; Nordahl-Hansen, Anders & Dechsling, Anders (2024). Parental Perception on Well-being of Students with Disabilities in Regular and Special Schools. Fulltekst i vitenarkiv Vis sammendrag

  Inclusion is a complex concept that ranges from placing students in mainstream classrooms to changing entire educational systems. Whileinclusive education is often simplified as the place where students are educated, it is much more than just the mere placement. In inclusiveclassrooms, all students irrespective of diversities are welcomed and schools make adjustments to ensure that the needs of all students aremet. Research has shown a positive impact of inclusive practices on all students including those who have additional needs (Artiles et al.2006). There has been some debate that inclusion mandates across most countries are driven by policymakers, and researchers and thevoices of parents/carers and students with disabilities and their siblings are not given due attention. The perspectives of those who are theactual recipients of inclusion policies and how they experience them should not be overlooked. In Norway, the basic principle of specialeducation is that the student should be taught in mainstream schools (also referred to as inclusive schools), still 9% of students areeducated in permanent special education units (NDET, 2023). The current project investigated the potential relationship between the type of placement of students with additional needs with theperception of students' well-being. In this context, relevant factors in measuring the quality of the inclusion climate in schools are students'social participation and acceptance among friends, happiness, and belonging in the school community (Sharma et al., 2022; Schwab et al.,2018). Objective: The objective of this paper is to investigate parental reports about the well-being of students receiving special education in regular schools,special schools and special education groups. Method: Through an internet-based survey, we collected data about parental perspectives about inclusion [Parental Perception of Inclusion ClimateScale (Sharma et al., 2022)] and compared it between parents of children who were attending ordinary schools and special schools/groupsas dichotomous independent variables. We used individual items and three sub-factor scores on the Parental scale (Sharma et al., 2022)]related as dependent variables. The findings of the study will be discussed with possible implications for the special and inclusive educationsectors in Norway and other countries

• Nordahl-Hansen, Anders; Dechsling, Anders; Herrebrøden, Marte Karoline; Johansson, Veslemøy Maria Fossum & Ulriksen, Line Britt (2024). Pågående studie om foreldres holdninger til skoletilbud ønsker deltakere til undersøkelse. [Internet]. stiftelsensor.no. Fulltekst i vitenarkiv
• Ulriksen, Line Britt; Mossige, Marthe Bilet- & Nordahl-Hansen, Anders (2023). Leseopplæring for barn med intellektuelle funksjonsnedsettelser som bruker ASK. Dialog. ISSN 0012-2033. Fulltekst i vitenarkiv
• Ulriksen, Line Britt & Bilet-Mossige, Marthe (2023). Leseopplæring for barn som bruker ASK. Fulltekst i vitenarkiv
• Ulriksen, Line Britt (2023). Tilrettelegging og tidlig innsats for barn med autisme i barnehagen. Fulltekst i vitenarkiv
• Ulriksen, Line Britt & Bilet-Mossige, Marthe (2023). Leseopplæring for ASK språklige. Fulltekst i vitenarkiv
• Ulriksen, Line Britt (2023). Leseopplæring for barn med ASD og intellektuelle utviklingsforstyrrelser som er ASK-språklige. Fulltekst i vitenarkiv
• Ulriksen, Line Britt (2023). Leseopplæring for barn med ASD og intellektuelle utviklingsforstyrrelser som er ASK-språklige. Fulltekst i vitenarkiv
• Ulriksen, Line Britt & Bilet-Mossige, Marthe (2022). Leseopplæring for barn med intellektuelle utviklingsforstyrrelser uten funksjonelt talespråk. Fulltekst i vitenarkiv
• Ulriksen, Line Britt (2026). Early Reading Development in Students with Intellectual Disabilities Using Augmentative and Alternative Communication: A Multidimensional Perspective. Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg. Fulltekst i vitenarkiv Vis sammendrag

  Many individuals with intellectual disabilities who use augmentative and alternative communication (AAC) are not provided with opportunities to acquire early literacy skills, which are essential for developing functional reading abilities. Contributing factors include a lack of evidence-based reading programs tailored for AAC users, insufficient professional expertise, and low instructional expectations. Acquiring functional reading skills is critical, as it enhances communication and fosters greater independence, such as through text-based communication aids. Research suggests that reading interventions can support both literacy development and communicative competence. This dissertation examines the effects of a reading intervention targeting components essential to early reading instruction for students with intellectual disabilities who use AAC. It also explores the current state of the field, methods employed, and conditions that may facilitate reading development. The dissertation comprises four studies addressing these questions from different perspectives. Article I presents a reading intervention involving 40 students with intellectual disabilities who use AAC, aged 6–14 years, none of whom could decode syllables or words prior to the intervention. A multiple single-case design with randomized multiple baselines was used. Students were divided into four groups, each commencing the intervention at different times, with 13 to 18 months of instructional exposure following 2 to 5 baseline measurements. The intervention used adapted materials based on Accessible Literacy Learning (Light & McNaughton, 2011), implemented through the Lesing for alle ("Reading for All") program. Students were assessed in early reading skills over 18 months, the McArthur-Bates Communicative Development Inventories (MB-CDI) and a standardized reading test (OL64). While statistical significance emerged only for sound-blending, individual outcomes revealed that nearly half of the students developed phonological awareness. Thirteen students demonstrated reading proficiency on adapted and standardized tests, and an additional three showed phonological reading skills in program-based assessments. These students shared a common strength: mastery of many letter-sound correspondences at the onset of the intervention. Article II used a subset of the Article I dataset to investigate associations between early literacy skills and students’ receptive and expressive vocabulary, as measured by the MB-CDI. Earlier research on the role of vocabulary in early literacy development among AAC users with intellectual disabilities is limited and inconclusive. Findings from this study highlight the positive relationship between both receptive and expressive vocabulary and early literacy skills, particularly sound blending and letter-sound correspondence. However, vocabulary expressed through AAC systems did not correlate with early literacy outcomes. Article III provides a systematic review of reading interventions for students with intellectual disabilities who use AAC. Given that most studies in this population employ single-case research designs, and prior reviews often address either intellectual disabilities or AAC use independently, this review focused specifically on the intersection of both. Findings revealed a limited number of studies, few participants, and minimal coverage of reading components. Only four studies met the evidence standards established by the What Works Clearinghouse (2022). Article IV investigated teachers’ reading practices in both mainstream and special schools, emphasizing the instructional methods, strategies, and materials used with students with autism who use AAC. It also examined teacher expectations regarding students' potential to acquire literacy skills. A survey was distributed to 932 schools in Norway, targeting educators currently or previously working with this student population. Results aligned with international research pointing to a lack of professional competence, low expectations, and insufficient evidence-based reading materials and assessments designed for AAC users. Theory and research consistently underscore the need to provide students with intellectual disabilities who use AAC the opportunity to acquire early reading skills, which are foundational to later literacy and functional reading. Functional literacy offers many benefits, most notably more independent communication through text-based aids. Many AAC users rely entirely on symbols and pre-programmed content, limiting their autonomy. As noted in Study IV, teachers in both educational settings reported limited training in literacy instruction for this group and expressed a desire for more targeted professional development. The absence of standardized assessments for early literacy skills among AAC users further complicates instructional planning and the establishment of realistic goals. To promote equitable access to literacy instruction, larger research initiatives are needed to increase awareness, raise expectations, improve school-based competence, and develop evidence-based materials and assessments tailored to AAC users. This dissertation examined the barriers to reading development for this population and sought to identify facilitators of effective instruction. Future research should prioritize comprehensive studies that incorporate additional literacy components, such as reading comprehension, and employ rigorous methodologies while accounting for the heterogeneity within this population. Ultimately, the goal is to establish clear standards and guidelines for how students with intellectual disabilities who use AAC can achieve functional reading skills. Accommodating individual differences is essential, but first, we must determine what works for whom.

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