| 31. |
- Pettersson, Gerd
(författare)
-
Intervju med amatörförfattare Lennart Sjöberg från Hedemora
- 1981
-
Annan publikation (populärvet., debatt m.m.)abstract
- Interview with Lennart Sjöberg, born in 1937. The interview was conducted by student of the Swedish School of Library and Information Science in Borås, Gerd Pettersson in Avesta, Dalarna on December 8, 1981.
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| 32. |
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| 33. |
- Pettersson, Gerd
(författare)
-
Intervju med Britta Falk, amatörförfattare och speciallärare i Hedemora
- 1981
-
Annan publikation (populärvet., debatt m.m.)abstract
- Interview with Britta Falk, born in 1924. She was a teacher for pupils with impaired hearing/vision and physical disabilities in Hedemora. The interview was conducted by student of the Swedish School of Library and Information Science in Borås, Gerd Pettersson, on January 14,1982.
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| 34. |
- Pettersson, Gerd
(författare)
-
Intervju med Ellen Blom, f.d. barnmorska, från Avesta
- 1980
-
Annan publikation (populärvet., debatt m.m.)abstract
- Interview with Ellen Blom from Avesta. She was born in 1896 and was a retired midwife. The interview was conducted by student of the Swedish School of Library and Information Science in Borås, Gerd Pertterson on August 31, 1980.
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| 35. |
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| 36. |
- Pettersson, Gerd, et al.
(författare)
-
Professional collaboration between class teachers and special educators in Swedish rural schools
- 2019
-
Ingår i: British Journal of Special Education. - : Wiley. - 0952-3383 .- 1467-8578. ; 46:2, s. 180-200
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to shed light on how work-related teacher support in the form of special educational consultation can promote the professional development of teachers working in rural schools located in sparsely populated areas. The phenomenon studied was professional collaboration between class teachers and special educators in the context of special educational consultation. The empirical data were collected through interviews and observations in three rural schools in the northern part of Sweden. The findings indicate that special educational consultation is perceived as support and collaboration. The class teachers appreciate the support they receive from special educators. The collaboration is characterised by professional exchange and mutual problem solving. Distributed expertise seems to be a crucial element of the collaboration. The conclusion is that collaborative special educational consultation enables class teachers to support pupils with special educational needs and strengthens professional collaboration between class teachers and special educators.
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| 37. |
- Pettersson, Gerd, et al.
(författare)
-
Rektor i kläm mellan uppdrag och förutsättningar : specialpedagogisk verksamhet i svenska glesbygdsskolor
- 2017
-
Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534. ; 3:1, s. 23-42
-
Tidskriftsartikel (refereegranskat)abstract
- There are most likely considerable differences between running schools in rural areas and in big cities. Research has not paid attention to these differences and therefore, there is a lack of knowledge about running schools in rural areas in Sweden. The purpose of this study has been to describe and analyse how principal in schools in rural areas organize their activities, with a focus on special education. The study includes answers from 45 principals in a web survey. These principals represented the four northernmost counties of Norrbotten, Västerbotten, Västernorrland and Jämtland in Sweden. In this study, a school in a rural area is defined as a school of 55 students at the most. The principals represent 53 schools in rural areas, with some principals working in more than one school in these areas. The results show that more than half of the principals govern their schools by distance and seem to be very familiar with the steering documents regarding special education. The results also show that more than half of the principals considered that students’ needs for special support depend mainly on individual student-related factors rather than factors related to the learning environment. However, more than half of the principals emphasized the relevance of the learning environment for the students’ development of knowledge and the importance of flexible ways of working. Overall, the results show how complex the situation of conditions and requirements is for the everyday life for the principals as they strive for equivalent schools.
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| 38. |
- Pettersson, Gerd, et al.
(författare)
-
Remote consultation between special educators and teachers in rural schools in Sweden
- 2020
-
Ingår i: Education in the North. - : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 56-72
-
Tidskriftsartikel (refereegranskat)abstract
- Rural schools in Sweden exist in sparsely populated areas. The schools face a number of challenges; financial, pedagogical, competence-related etc. Mostly special educational expertise is lacking, challenging the principle of equal access to educational support. Special educators placed in community centres have long distances to rural schools. One way of overcoming the distance is to use communication technology for special educational consultation. Remote consultation between special educators and teachers in rural schools is a type of digital innovation in special needs education provision. Special educators working in a rural municipality in Northern Sweden tried out remote consultation by using communication technology. The aim of the study is to contribute to increased knowledge of how special educators implement remote special educational consultation to rural teachers with communication technology as a tool. The empirical data consist of recordings of consultation sessions between special educators and rural teachers. The findings show that the special educators carry out and enable remote consultation by using several strategies; preparing consultation, getting familiar with technology and making use of context related knowledge, observation data and professional competence. The findings indicate that remote consultation with communication technology is a promising strategy for special educational consultation for rural schools.
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| 39. |
- Pettersson, Gerd
(författare)
-
Specialpedagogisk verksamhet i svenska fristående glesbygdsskolor : en flexibel verksamhet med avseende på elevers behov
- 2018
-
Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; 2, s. 28-50
-
Tidskriftsartikel (refereegranskat)abstract
- The article is focused on special needs education in schools owned by independent school authorities in sparsely populated areas. The ten schools investigated are situated in seven municipalities in the four northernmost counties in Sweden. The aim is to investigate the solutions for the special needs education in these schools. The empirical data is constituted by a) the schools background gathered through a web inquiry, and b) the answers generated through a series of open questions that the same informants answered via e-mail. One informant per school has been selected for the study. The focus on special needs education is grounded in a relational view that is visualised when the informants, on one hand, described the pupils’ different needs and, on the other, on the importance of the entire learning environment for the pupil’s learning and development. The informants report the use of various pedagogical teaching methods, the flexible organisation of teaching, and the use of different tools for the purpose of reaching all pupils and supporting them in reaching set learning goals. Moreover, the headmasters in nine out of ten schools are both headmasters and active teachers themselves, which is seen as a sign for the quality of education in these schools.
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| 40. |
- Pettersson, Gerd, 1957-, et al.
(författare)
-
Teachers’ Views on Support in Small Rural Schools for Students with Special Educational Needs
- 2016
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Ingår i: Nordic Studies in Education. - : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 36:1, s. 20-37
-
Tidskriftsartikel (refereegranskat)abstract
- This study seeks to describe and analyse teachers’ views on the resources available for supporting students with special educational needs in rural Nordic schools. Interviews were conducted with ten teachers from seven rural schools in Sweden, Norway and Finland. The interview data were analysed and the following categories identified: relationship, collaboration, distance and concerns. Relationship and collaboration are enabling conditions for support while distance and concern are constraining conditions. The teachers seem to possess an inner force which helps them to find pedagogical models for their students. External concerns, lack of funding and concern of school closure are ever-present.
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