Heidi Omdal

Selective mutism

Capacity building in Early Childhood Education and Care institutions

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  

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

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. 

Bø, I, Thorsen, A. Arstad, Løge, I. K., & Omdal, H. (2004). Overgangen fra barnehage til skole. Bedre skole 4 (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 Journal, 14 (1), 77-90.