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Heidi Omdal

Professor

 
Office:
E2308 ( Universitetsveien 25, Kristiansand )
Office hours:
Send e-mail to heidi.omdal@uia.no

Academic and professional training and qualifications                

January 30. 2009: Public disputation for obtaining the degree of PhD at the University of Oslo, Faculty of Education      

2002-2006: The University of Oslo, Department of special education, following the Dr.polit-program fulfilling all paper obligations and exams

1998-2000: The University of Oslo, Department of special education, 2nd degree of special education (Master’s degree), obtaining the degree of cand.ed. (special needs teacher)

1997-1998: Agder University College, 2nd degree of special education, specializing in social and emotional problems in children and adolescents

1993-1996: Agder University College, obtaining the qualifications for being a preschool teacher

1990-1993: Kristiansand Cathedral school (high school), general studies

 

Research groups

* Special education

* Children's welfare and upbringing (established at University of Agder in 2014 as an interfaculty research group working with children's welfare in the community, school, kindergarten and home)

Research interests

Selective mutism

Capacity building in Early Childhood Education and Care institutions

Work experience

Posts held        

June 2021-: Professor in special education at the University of Agder

August 1st.2010- June 2021: Associate Professor in special education at the University of Agder

August 1st.2008- July 31st.2010: Study coordinator at the University of Stavanger, Department of preschool teacher education

May 2009- May 2010: Maternity leave

October 29th.2007- July31st.2008: University lecturer in education atthe University of Stavanger, Department of preschool teacher education

August 15th.2007- October 28th.2007: Educational leader for a group of children with special needs at Aubeberget barnehage in the Municipality of Stavanger

August 1st.2006- July 31st.2007:Study coordinator at the University of Stavanger, Department of preschool teacher education

November 2006- July 2007: Maternity leave

August 6th.2001- November 30 2006: A PhD-fellow at the University of Stavanger, Centre for Behavioural Research (now named as The National centre for Learning environment and Behavioural research)

October 2004- August 2005: Maternity leave

January 1st.2001- June 30 2001: Assistant Professor at Tromsø University College, the preschool teacher education

June 1st.2000- December 31st.2000: Special educational counselor at Sørlandet Competence Centre, The early intervention group

January 1998- August 1998: Support teacher in The Special Educational Team in the Municipality of Kristiansand

August 1996- August 1997: Support teacher in the kindergartens of the Municipality of Vennesla. 

June 1st.1996- August 1st.1996: Preschool teacher in Linerla kindergarten in the Municipality of Kristiansand  

Academic interests

Children with selective mutism and innovation (planning change-processes to improve practice).

Projects

CLEAR- Capacity-building to improve learning environments in schools and kindergartens.

Parent networks in cases of selective mutism.

Being Together- building capacity in interactions in kindergarten. 

Selected publications

Bø, I, Thorsen, A. Arstad, Løge, I. K., & Omdal, H. (2004). Overgangen fra barnehage til skole. Bedre skole (04), 80-87. (Transition from kindergarten to school).

Kovac, V. B., Tveit. A.-D., Omdal, H., & Lund, I. (2018). Directional motion: An empirically based model of development in educational institutions. Improving Schools, 21 (2), 127-140.  https://doi.org/10.1177/1365480218772637

Kovac, V. B., Lund, I., & Omdal, H. (2017). Learning environment in light of systemic, institutional and cultural interpretations: An empirically-based conceptual analysis. Educational Studies. 53 (1), 78-94. DOI: 10.1080/00131946.2016.1264400

Omdal, H. & Thorød, A.-B.(ed.). (2021). Ulike profesjoner, felles mål. Barn og unge i risiko. Oslo: Universitetsforlaget. (Different professions, common goals: Children and youth in risk).  

Omdal, H., & Lund, I. (2021). Ledelsens betydning for samarbeid i barnehagen. I H. Omdal & A.-B. Thorød (ed.), Ulike profesjoner, felles mål: Barn og unge i risiko (pp. 51-66) Oslo: Universitetsforlaget. (The management's influence on the collaboration in kindergarten).

Omdal, H. & Barsøe, L. (2021. Samarbeid om barn med spesialle behov i barnehagen. I H. Omdal & A.-B. Thorød (ed.),Ulike profesjoner, felles mål: Barn og unge i risiko (pp. 67-84)Oslo: Universitetsforlaget. (Cooperation when children have special needs in kindergarten).

Omdal, H. (submitted). Foreldrenettverk for barn som unngår å snakke. I H. Omdal & A.-B Thorød (ed), Ulike profesjoner, felles mål: Barn og unge i risiko (pp. 35-50)Oslo: Universitetsforlaget. (Parent networks for children who avoid speech). 

Omdal, H. & Thorød, A.-B. (red.) (2021). Innledning. I H. Omdal & A.-B. Thorød (red.),Ulike profesjoner, felles mål: Barn og unge i risiko (pp. 11-18)Oslo: Universitetsforlaget. (Introduction).

Omdal, H., & Roland, P. (2020). Possibilities and challenges in sustained capacity-building in Early Childhood Education and Care (ECEC) institutions. ECEC leaders’ perspectives, European Early Childhood Education Research Journal, 28 (4), 568-581, DOI: 10.1080/1350293X.2020.1783929

Omdal, H. (2018). Kapasitetsbygging og samarbeid i barnehage og skole når barn er tause. I H. Omdal, & R. Thygesen (red.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (s. 25-48). Oslo: Universitetsforlaget. (Capacity-building and cooperation in kindergarten and school in cases of selective mutism).

Omdal, H. (2018). Være Sammen: Kapasitetsbygging i voksen-barn-relasjoner i barnehagen. I H. Omdal, & R. Thygesen (red.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (s. 88-102). Oslo: Universitetsforlaget. (Being Together: Capacity-building in adult-child-interactions in kindergarten).

Omdal, H. (2018). Referanser. I H. Omdal, & R. Thygesen (red.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (s. 212-242). Oslo: Universitetsforlaget. (To fall between two chairs: Cooperation for the child's best in kindergarten and school).

Omdal, H. (2018). Stikkord. I H. Omdal, & R. Thygesen (red.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (s. 243-245). Oslo: Universitetsforlaget.

Omdal, H. (2018). Forfatteromtaler. I H. Omdal, & R. Thygesen (red.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (s. 206). Oslo: Universitetsforlaget.

Omdal, H., & Thygesen, R. (2018). Forord. I H. Omdal, & R. Thygesen (red.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (s. 13). Oslo: Universitetsforlaget.

Omdal, H. (2018). Innhold. I H. Omdal, & R. Thygesen (red.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (s. 5-11). Oslo: Universitetsforlaget.

Omdal, H., & Thygesen, R. (2018). Profesjonelt samarbeid rundt barn og unge med ekstra utfordringer i barnehage og skole. I H. Omdal, & R. Thygesen (ed.), Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. (s. 15-24). Oslo: Universitetsforlaget. (Professional cooperation when children and youth have special needs in kindergarten and school).

Omdal, H., & Thygesen, R. (ed.). (2018). Å falle mellom to stoler: Samarbeid til barnets beste i barnehage og skole. Oslo: Universitetsforlaget.

Omdal, H. (2018). Creating teacher capacity in Early Childhood Education and Care Institutions implementing an authoritative adult style. Journal of Educational Change. 19 (1), 103-129. https://doi.org/10.1007/s10833-017-9315-y Open access-publikasjon.

Omdal, H. (2016). Når barnet unngår å snakke. Selektiv mutisme i barnehage og skole. Oslo: Universitetsforlaget. (When the child does not speak. Selective mutism in kindergarten and school).

Omdal, H. (2015). From silence to speech: Understanding children who withdraw from social communication from a relational and contextual perspective. In D. Lansing Cameron, & R. Thygesen, (Eds.), Transitions in the field of special education. Theoretical perspectives and implications for practice. (pp. 171-187). New York: Waxmann.

Omdal, H. (2014). The child who doesn’t speak. Understanding and supporting children with selective mutism. Kristiansand: Portal Academic.

Omdal, H. (2009). The silent child in the kindergarten, school and home: A qualitative observation and interview study of children with selective mutism in their natural environments. Dissertation for the degree PhD. Oslo: Faculty of Education, University of Oslo, No.105.

Omdal, H. (2008). Including children with selective mutism in mainstream schools and kindergartens: Problems and possibilities. International Journal of Inclusive Education. 12 (3), 301-315.

Omdal, H. & Galloway, D. (2008). Could selective mutism be re-conceptualised as a specific phobia of expressive speech? An exploratory post-hoc study. Child and Adolescent Mental Health. 13 (2), 74-81.    

Omdal, H. (2007). Can adults who have recovered from selective mutism in childhood and adolescence tell us anything about the nature of the condition and/or recovery from it? European Journal of Special Needs Education. 22 (3), 237-253.

Omdal, H. & Galloway, D. (2007). Interviews with selectively mute children. Emotional and Behavioural Difficulties. 12 (3), 205-214.

Omdal, H. (2003). Det tause barnet. I S. Matre., & E. Maagerø. (red.). Når barn erobrar språket. Ulike perspektiv på barns språkutvikling. (s. 243-257). Kristiansand: Høyskoleforlaget. (The silent child). 

Thorsen, A. Arstad, Bø, I, Løge, I. K., & Omdal, H. (2006). Transition from day-care centres to school. What kind of information do schools want from day-care centres and parents, and what kind of information do the two parties want to give schools? European Early Childhood Education Research Journal14 (1), 77-90.

Scientific publications

  • Omdal, Heidi (2021). Foreldrenettverk for barn som unngår å snakke.. Ulike profesjoner felles mål : Barn og unge i risiko. ISBN: 9788215032443. Universitetsforlaget. Kap. 2. s 35 - 50.
  • Omdal, Heidi (2021). Forfatteromtaler.. Ulike profesjoner felles mål : Barn og unge i risiko. ISBN: 9788215032443. Universitetsforlaget. Forfatteromtaler. s 143 - 146.
  • Omdal, Heidi; Thorød, Anne Brita (2021). Forord. Ulike profesjoner felles mål : Barn og unge i risiko. ISBN: 9788215032443. Universitetsforlaget. Forord. s 9 - 10.
  • Omdal, Heidi; Thorød, Anne Brita (2021). Innledning. Ulike profesjoner felles mål : Barn og unge i risiko. ISBN: 9788215032443. Universitetsforlaget. Innledning. s 11 - 18.
  • Omdal, Heidi; Lund, Ingrid (2021). Ledelsens betydning for samarbeid i barnehagen.. Ulike profesjoner felles mål : Barn og unge i risiko. ISBN: 9788215032443. Universitetsforlaget. Kap. 3. s 51 - 66.
  • Omdal, Heidi; Thorød, Anne Brita (2021). Referanser. Ulike profesjoner felles mål : Barn og unge i risiko. ISBN: 9788215032443. Universitetsforlaget. Referanser. s 147 - 162.
  • Omdal, Heidi; Barsøe, Lise (2021). Samarbeid om barn med spesielle behov i barnehagen.. Ulike profesjoner felles mål : Barn og unge i risiko. ISBN: 9788215032443. Universitetsforlaget. Kap. 4. s 67 - 84.
  • Omdal, Heidi; Thorød, Anne Brita (2021). Stikkord. Ulike profesjoner felles mål : Barn og unge i risiko. ISBN: 9788215032443. Universitetsforlaget. Stikkord. s 163 - 168.
  • Omdal, Heidi; Roland, Pål (2020). Possibilities and challenges in sustained capacity-building in early childhood education and care (ECEC) institutions: ECEC leaders’ perspectives. European Early Childhood Education Research Journal. ISSN: 1350-293X. 28 (4). s 568 - 581. doi:10.1080/1350293X.2020.1783929.
  • Kovac, Velibor Bobo; Tveit, Anne Dorthe; Omdal, Heidi; Lund, Ingrid (2018). Directional motion: An empirically based model of development in educational institutions. Improving Schools. ISSN: 1365-4802. 21 (2). s 127 - 140. doi:10.1177/1365480218772637.
  • Omdal, Heidi (2018). Kapasitetsbygging og samarbeid i barnehage og skole når barn er tause.. Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole.. ISBN: 978-82-15-02944-3. Universitetsforlaget. Kapittel 1. s 25 - 48.
  • Omdal, Heidi; Thygesen, Ragnar (2018). Profesjonelt samarbeid rundt barn og unge med ekstra utfordringer i barnehage og skole.. Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole.. ISBN: 978-82-15-02944-3. Universitetsforlaget. Innledning. s 15 - 24.
  • Omdal, Heidi (2018). Være Sammen: Kapasitetsbygging i voksen-barn-relasjoner i barnehagen.. Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole.. ISBN: 978-82-15-02944-3. Universitetsforlaget. Kapittel 5. s 88 - 102.
  • Omdal, Heidi (2017). Creating teacher capacity in Early Childhood Education and Care institutions implementing an authoritative adult style. Journal of educational change. ISSN: 1389-2843. 19 (1). s 103 - 129. doi:10.1007/s10833-017-9315-y.
  • Kovac, Velibor Bobo; Lund, Ingrid; Omdal, Heidi (2016). Learning Environment in Light of Positional, Institutional, and Cultural Interpretations: An Empirically-Based Conceptual Analysis. Educational Studies. ISSN: 0013-1946. 53 (1). s 78 - 94. doi:10.1080/00131946.2016.1264400.
  • Omdal, Heidi (2015). From silence to speech: Understanding children who withdraw from social communication from a relational and contextual perspective.. Transitions in the field of special education. Theoretical perspectives and implications for practice. ISBN: 978-3-8309-3117-1. Waxmann Verlag. Part 2 Transitions in special education. s 171 - 187.
  • Omdal, Heidi (2007). Can adults who have recovered from selective mutism in childhood and adolescence tell us anything about the nature of the condition and/or recovery from it?. European Journal of Special Needs Education. ISSN: 0885-6257. 22 (3). s 237 - 255.
  • Omdal, Heidi; Galloway, David (2007). Could Selective Mutism be Re-conceptualised as a Specific Phobia of Expressive Speech? An Exploratory Post-hoc Study. Child and Adolescent Mental Health. ISSN: 1475-357X.
  • Omdal, Heidi (2007). Including children with selective mutism in mainstream schools and kindergartens: problems and possibilities. International Journal of Inclusive Education. ISSN: 1360-3116.
  • Omdal, Heidi; Galloway, David (2007). Interviews with selectively mute children. Emotional and Behavioural Difficulties. ISSN: 1363-2752. 12 (3). s 205 - 214.
  • Thorsen, Arlene Arstad; Bø, Inge; Løge, Inger Kristine; Omdal, Heidi (2006). Transition from day-care centres to school: What kind of information do schools want from day-care centres and parents, and what kind of information do the two parties want to give schools?. European Early Childhood Education Research Journal. ISSN: 1350-293X. 14 (1). s 77 - 90.
  • Omdal, Heidi; Thorød, Anne Brita (2021). Ulike profesjoner felles mål : Barn og unge i risiko. ISBN: 9788215032443. Universitetsforlaget. s 168.
  • Omdal, Heidi; Helgesen, Svein; Skaar, Gunnar (2020). "Learning to live together". Hva kan vi lære av Være Sammen?. ISBN: 978-82-998558-1-5. Forlaget Horisont. s 8.
  • Omdal, Heidi; Thygesen, Ragnar (2018). Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole.. ISBN: 978-82-15-02944-3. Universitetsforlaget. s 245.
  • Omdal, Heidi (2016). Når barnet unngår å snakke: Selektiv mutisme i barnehage og skole.. ISBN: 978-82-15-02660-2. Universitetsforlaget. s 170.
  • Omdal, Heidi (2014). Anerkjennende kommunikasjon og gjensidighet i møte mellom voksne og barn i barnehagen (s. 31-45). Evaluering av Være Sammen (s. 158-159). ISBN: 9788293166627. Være Sammen AS & IdeHospitalet AS i samarbeid med UiS. s 160.
  • Omdal, Heidi (2014). The child who doesn't speak. ISBN: 9788283140125. Portal forlag. s 156.
  • Omdal, Heidi (2013). Være Sammen-Kompetanseløft i barnehagen. ISBN: 9788271177331. Universitetet i Agder. s 109.
  • Omdal, Heidi (2021). Tause barn ber stille om hjelp..

Last changed: 31.08.2021 23:08