Kamilla Klefbeck

Kamilla Klefbeck serves as a Senior Lecturer in the Department of Special Education at Stockholm University's Faculty of Education, bringing over two decades of practical experience in special education settings to her academic role. Previously on leave from Kristianstad University, she now focuses on advancing teacher professional development in adapted primary education through active research and teaching collaborations.

Her academic foundation includes a PhD awarded in June 2022 through the Swedish Research Council-funded Special Education for Teacher Educators (SET) research school, alongside professional qualifications as a social pedagogue, preschool teacher, and special education teacher specialized in intellectual disabilities. This multifaceted background informs her commitment to bridging theory and practice in special education.

Klefbeck's research centers on improving educational experiences for students with intellectual disabilities and autism, employing methodologies like lesson study and video feedback to enhance teacher development. Her work emphasizes student engagement, learning outcome optimization, and inclusive pedagogical approaches, with particular attention to collaborative professional development frameworks that transform classroom practices.

Analysis of her 25 research outputs (2017-2025) reveals a consistent trajectory toward systematic investigations of lesson study applications, autism-specific interventions, and assessment competency development. Her publications demonstrate increasing international collaboration, methodological sophistication in scoping reviews, and practical translation of research into classroom tools—particularly through video feedback systems and PDSA cycle implementations for neurodiverse learners.

She currently leads four research projects including a Japan-Sweden comparative study on lesson study in special education contexts and interventions to enhance teachers' assessment competencies. With 26 documented academic activities including peer-review services for journals like International Journal of Developmental Disabilities and Education Sciences, she actively contributes to scholarly discourse while maintaining strong school partnerships for implementation research.

Collaborating closely with local educational institutions and international partners, Klefbeck implements findings through practical frameworks that address student well-being and learning access. Her work directly supports UN Sustainable Development Goal 4 (Quality Education) through evidence-based strategies for inclusive classrooms serving students with complex needs.