| 1. |
- Cameron, David Lansing, et al.
(författare)
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A comparative study of special educator preparation in Norway and Sweden
- 2018
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Ingår i: British Journal of Special Education. - : Wiley. - 0952-3383 .- 1467-8578. ; 45:3, s. 256-276
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils’ social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context.
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| 2. |
- Cameron, David Lansing, et al.
(författare)
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School district administrators’ perspectives on the professional activities and influence of special educators in Norway and Sweden
- 2014
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Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 18:7, s. 669-685
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to investigate school district administrators’ perspectives concerning the professional activities and influence of special educators in Norway (n=266) and Sweden (n=290). We examine three themes drawn from a survey of practices and policies in each country: (a) the organisational arrangements in which special educators work, (b) perceived changes in special educators’ activities, and (c) ratings of special educators’ influence on the content of instruction and the availability of resources for children with special needs. Findings suggest that special educators frequently work in teams, function largely as advisors, and spend less time working with individual students than in previous years. There appears to be a more pronounced increase in special educators’ time devoted to advising and documentation in Sweden than in Norway. Swedish special educators were also more frequently described as working in multidisciplinary teams. Participants in both countries rated the influence of special educators significantly higher than that of parents and teachers on the availability and distribution of resources; and significantly higher than politicians, public officials, teachers, and parents with regard to influence over the content of instruction. We discuss these findings in relation to the goals and development of inclusive education in Scandinavia.
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| 3. |
- Dahl, Karin, et al.
(författare)
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En språkverkstad för alla? Arbetsfördelning och jurisdiktion i arbetet med studenter i studiesvårigheter.
- 2022
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Ingår i: Högre Utbildning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2000-7558. ; 12:1, s. 13-28
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln syftar till ökad kunskap om en grupp språkverkstadspedagogers arbete med studenter, vilka riskerar studiesvårigheter till följd av en funktionsnedsättning. Frågeställningarna rör hur språkverkstadspedagogerna uttrycker jurisdiktion och arbetsfördelning i dels handledningssamtal, dels andra arbetsuppgifter med målgruppen. Dataunderlaget utgörs av 8 intervjuer. Resultatet visar att språkverkstadspedagogerna har starkast jurisdiktion i handledningssamtalen, där kunskap om studiesvårigheter samt delvis andra metoder och förhållningssätt anges som viktiga för att kunna möta just denna studentgrupp. I övriga arbetsuppgifter söker däremot inte språkverkstadspedagogerna jurisdiktion över den specifika målgruppen. De gör i stället anspråk på ett arbete med alla studenter, och det arbetet vill de dela med universitetslärarna. Här framstår jurisdiktionen som svag, då språkverkstadspedagogerna avgränsar sitt arbets- och kunskapsområde olika och beskriver svårigheter att förhandla sin roll i relation till universitetslärarna. Detta tolkas i artikeln kunna påverka deltagandet för studenter ur den breddade rekryteringen, däribland studenter i studiesvårigheter. Slutsatser är att språkverkstadspedagoger bör ges möjlighet att utveckla en gemensam professionsidentitet, där perspektiv på och kunskap om studenters olika sätt att lära bör ingå. Vidare behöver språkverkstaden få ett samverkande uppdrag i syfte att kunna bidra till utvecklingen av en inkluderande högskolemiljö, där nya studentgruppers perspektiv kan tillvaratas och alla studenter bereds lika möjligheter. Detta ligger i linje med två viktiga mål inom högre utbildning: excellens och rättvisa.
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| 4. |
- Enoksson, Helen, et al.
(författare)
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Studier i en främmande skolkultur
- 2019
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Ingår i: Didaktisk utvecklingsdialog. - Lund : Studentlitteratur AB. - 9789144125749 ; , s. 49-66
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Gäreskog, Petra, et al.
(författare)
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Specialpedagogens roll i förskolan – förskollärares beskrivningar av arbetsfördelning, anspråk och förhandlingar
- 2022
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Ingår i: Nordisk Barnehageforskning. - : Cappelen Damm Akademisk. - 1890-9167. ; 19:1, s. 61-81
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Tidskriftsartikel (refereegranskat)abstract
- I denna studie analyseras hur förskollärare beskriver specialpedagogens roll i förskolan. Syftet med studien är således att utveckla kunskap om specialpedagogens roll utifrån förskollärares perspektiv. Resultatet utgår från 15 intervjuer med förskollärare som har haft kontakt med specialpedagoger i arbetet. Datamaterialet bearbetades genom en konventionell innehållsanalys (Hsieh & Shannon, 2005). Utifrån denna analys framträdde följande tre teman utifrån förskollärarnas beskrivningar, specialpedagogen som: (1) handledare, (2) observatör och (3) rådgivare. Resultatet visar att förskollärarna i studien beskriver specialpedagogens handledande roll genom att specialpedagogen kan tillföra ett utifrånperspektiv på verksamheten och att specialpedagogen kan bidra med bekräftelse på förskollärarnas arbete. Förskollärarna i studien beskriver även specialpedagogens roll som observatör av enskilda barn men också av verksamheten. Slutligen beskrivs specialpedagogens roll som rådgivare både när det gäller råd till arbetslaget och till vårdnadshavare. I diskussionen av resultatet används Abbotts (1988) resonemang om anspråk på jurisdiktion och den förhandling som sker när det gäller professionellt arbete. Utfallet av studien diskuteras även i förhållande till tidigare studier och Skrtics (1991) resonemang om samverkan.
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| 6. |
- Gäreskog, Petra, et al.
(författare)
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Working from a distance? A study of Special Educational Needs Coordinators in Swedish preschools
- 2020
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Ingår i: Nordic Studies in Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1891-5914 .- 1891-5949. ; 40:1, s. 55-77
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to increase our knowledge of the tasks, perceptions and role of special educational needs coordinators (SENCOs) in preschools. The study is part of a total population study where all SENCOs in Sweden (n = 4252) who were examined by the examination acts of the years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, responses from SENCOs who work in preschools were extracted from the 3190 responses received and reported earlier. Thus, this study consists of 523 participants. The results show that coordinators’ working hours are primarily spent on consultation. SENCOs report that they are able to influence their colleagues’ views on children’s difficulties to a high degree. Regarding SENCOs’ perceptions of why children have difficulties in preschools, a large number of SENCOs indicate that this is because preschool is poorly prepared to handle children’s differences. The outcome is discussed using theories of professions and jurisdictional control.
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| 7. |
- Göransson, Kerstin, et al.
(författare)
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Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden
- 2017
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Ingår i: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 69:4, s. 490-505
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Tidskriftsartikel (refereegranskat)abstract
- Special needs educators and their counterparts are expected to play a significant role in schools' work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, special needs educators (SNEs) with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this paper are to investigate the occurrence of SNEs and SuTs within the compulsory school system in ten municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in ten municipalities (n=511, response rate 61.6%). Main results indicate that: a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; and d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a ‘traditional special-education teacher’. Results are discussed in relation to Skrtic’s (1991, 1995) theoretical accounts of inclusive education and Abbott’s (1988) notion of jurisdictional control.
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| 8. |
- Göransson, Kerstin, 1955-, et al.
(författare)
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Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
- 2019
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Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 23:9, s. 559-574
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Tidskriftsartikel (refereegranskat)abstract
- Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.
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| 9. |
- Göransson, Kerstin, 1955-, et al.
(författare)
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Segregated education as a challenge to inclusive processes : a total population study of Swedish teachers' views on education for pupils with intellectual disability
- 2022
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Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 26:14, s. 1367-1382
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Tidskriftsartikel (refereegranskat)abstract
- Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling.
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| 10. |
- Göransson, Kerstin, et al.
(författare)
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Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning : En enkätstudie
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Forskningsprojektet ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning” är finansierat av Vetenskapsrådet. I den här rapporten redovisas resultat från delprojekt 1. Syftet med rapporten är att ge en övergripande och representativ bild av specialpedagogers och speciallärares yrkesroll. Det empiriska materialet utgörs av data från en enkätundersökning som omfattar alla som tagit specialpedagog- eller speciallärarexamen från och med 2001 års examensordning (4252 personer, svarsfrekvens 75%). I rapporten redovisas vilka kunskaper och värderingar yrkesgrupperna bedömer att deras utbildning har resulterat i, vilka arbetsuppgifter de menar kännetecknar deras praktiserande av yrkesrollen, och även vilka förutsättningar yrkesgrupperna har att hävda en specifik expertis vad gäller att identifiera och arbeta med skolproblem. Rapporten riktar sig i främsta hand till praktiskt verksamma inom skolverksamheten på olika nivåer, lärarutbildare och blivande specialpedagoger och speciallärare.
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