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- Helldin, Rolf, 1944-, et al.
(författare)
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Specialpedagogiska nybyggare : En historisk antologi om organisation, funktionshinder och särskilt stöd under 1900-talet
- 2011
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Antologin innehåller texter om Karin Danell och Charlottendals skolhem, den första specialskola för elever med grav språkstörning (av Agneta Ahlin-Emilsson); om Alfhild Tamm, en pionjär inom läs- och skrivforskning (av Toura Hägnesten); om systrarna Runströms och Björsgårdens skol- och feriehem i Leksand (av Torsten Lundberg); om specialpedagogiska synsätt i läroplaner (av Gunilla Sandberg); om en skoldaghem i Mälardalen (av Elisabet Ekegren Johansson); om livet på en institution för personer med utvecklingsstörning (av Ingela Lindkvist Larsson)
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- Helldin, Rolf, 1944-
(författare)
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Class and Culture and the Transformative Pedagogy
- 2012. - 1
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Ingår i: Pedagogy. - New York : Nova Science Publishers, Inc.. - 9781621009009 ; , s. 471-488
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Bokkapitel (refereegranskat)abstract
- Based on Fraser’s (2003) political analysis, I have reviewed the relations of liberal education to special education’s traditional context by comparing liberal theoretical models with the pedagogy that labours critically for a change in the basic structural terms – the structurally profound inequalities that exist. Redistribution of resources in a welfare-logic requires an “affirmative” pedagogy that emphasizes, specifies, and distinguishes between the needs that are to be compensated. It follows a social liberal theoretical model that acts as a “guard”, that is, it leads to differentiation and shapes the problem for the inclusive school. Needs for diagnostic knowledge to identify various “syndromes”, needs that are constantly increasing, can be seen in that light. This educational method both requires, and strives toward differentiation. In contrast, a “transformative” (deconstructing) educational method sees society’s basic structural injustice as time’s greatest educational problem. The latter form of educational work leads primarily to long-term thinking of a school where differentiation does not occur, and where inclusion is the measuring-stick.
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- Helldin, Rolf, et al.
(författare)
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Opportunities for a democratic pedagogy : a comparative study of South African and Swedish teachers' attitudes to inclusive education
- 2011
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Ingår i: Journal of Research in Special Educational Needs. - : Blackwell. - 1471-3802. ; 11:2, s. 107-119
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Tidskriftsartikel (refereegranskat)abstract
- This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.
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- Nel, Norma, et al.
(författare)
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A comparative perspective on teacher attitude constructs that impact on Inclusive Education in South Africa and Sweden
- 2011
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Ingår i: South African Journal of Education. - : Education Association of South Africa. - 0256-0100 .- 2076-3433. ; 31:1, s. 74-90
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on joint research, between academics from South Africa and Sweden, comparing the influence of South African and Swedish teachers’ attitudes towards the practical application of inclusive education (IE) in the classroom. The aim of the study was to identify and investigate problem areas pertaining to teachers’ attitudes to IE. Attitudes often relate to interaction with others. This study departs from Festiger’s theory of cognitive dissonance, which deals with the influence of people’s attitudes and attitude change. In this research teachers from South Africa and Sweden completed the same questionnaire on perceptions pertaining to IE in their school system. A number of attitude-constructs were derivedfrom the data via exploratory factor analysis methodology. Attitude-constructs included policy issues and specialised support; practical implementation of IE; teacher support structures; teachers’ receptiveness of IE implementation; feasibility of proposed IE practices; and role of special schools in an IE environment. Negative responses to some of the attitude constructs identified problem areas in Swedish and South African inclusive systems. The comparative nature of the work enabled the researchers to suggest remedial action within each country’s socio-economic setting, and in this way affect change in teacher attitudes.
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