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- Ramberg, Joacim, 1977-
(författare)
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Focus on Special Educational Support in Swedish High Schools : Provision within or outside the students' regular classes?
- 2017
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Ingår i: Marginalization Processes across Different Settings. - Newcastle-upon-Tyne : Cambridge Scholars Publishing. - 9781527503298
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Bokkapitel (refereegranskat)abstract
- In a society that increasingly requires educational skills, academic success is fundamental to overcoming social exclusion and marginalization. The longer a child stays in school and the more opportunities he/she gets to finish high school education, the better chances he/she gets to be included in the labor market and also become a participating member of a democratic society (Includ-ED 2006). The Include-ED report highlights that there is a relationship between academic success and social inclusion, which means that schools themselves must be inclusive institutions that can provide opportunities for learning for all students. Inclusive institutions can be described in many ways and on many levels. However, one important factor that is decisive for inclusive education is where the educational support is provided (Includ-ED 2006).This chapter focuses on how special educational support is organized in Swedish high schools, and especially where the special educational support is provided, by the schools’ special educational professionals and other school staff, including how these issues are related to marginalization processes. Most research within the field of special education in Swedish high schools, targets specific schools and/or specific programs. This study is a contrast in that it covers all Swedish high schools and the data focused on here builds on 764 schools.The chapter starts with a brief description of the Swedish high school education system and policy documents appropriate to special education.This is followed by a section which focuses on the concepts of marginalization, social exclusion, social inclusion and dropout. Then the results are presented and discussed in relation to previous research.
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| 2. |
- Allodi, Mara, 1959-
(författare)
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Specialpedagogiska insatser internationellt och i det svenska utbildningssystemet
- 2017
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Ingår i: Dyslexi. - 1401-2480. ; 1, s. 6-10
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Tillsammans med studenter i mastersprogrammet genomfördes en analys av specialpedagogiskt stöd i några utbildningssystem som var möjliga att jämföra med det svenska systemet och som verkade framgångsrika eller åtminstone intressanta. Från en jämförelse av dessa olika modeller identifieras några komponenter som jag föreslår att vi skulle inspireras av för att kunna genomföra mer effektiva specialpedagogiska insatser i det svenska skolsystemet. En undersökning av vad som görs i andra sammanhang kan göra det tydligare för oss vad det är som saknas i specialpedagogisk praxis och ge indikationer om vilka uppfattningar som ligger bakom dessa val.
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| 3. |
- Adams Lyngbäck, Liz, 1966-
(författare)
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Dis/ability literacy through parenting
- 2017
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Ingår i: Abstract book.
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Konferensbidrag (refereegranskat)abstract
- This presentation introduces qualities of a social literacy in deaf and disability contexts through parenting a child who is deaf or hard of hearing. Following a social justice education framework on privilege studies, social literacies and allyship (Adams & Bell, L.A. & Griffin, P., 2007; DiAngelo, 2012; Evans & Wall, 1991; Evans, Assadi, & Herriott, 2005; Kimmel & Ferber, 2014; Ong-Dean, 2009; Sensoy & DiAngelo, 2012), this collection of qualities held by parents has been compiled from examining empirical material based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. This analysis departs from examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enable individuals to exhibit ways of understanding and engaging as allies to individuals and groups who are deaf and hard of hearing. Through contact with other parents in sensorial differentness, awareness, actions and commitments to goals of more inclusive and equal conditions for the child and others like the child are enacted. Dis/ability literacy is characterized by being able to identify with others who have similar experiences in other types of differentness leading to insight about disability in their relationships. Developing these social literacy qualities is a way parents exhibited perspective-changing through ‘unlearning’ and can be summarized as being interested, concerned, obligated, aware of needs, and willing to accommodate. Important issues to be discussed are the social literacy potentials of uncertainty and the betterment of social relations between individuals and groups in sensorial differentness, building on a care ethic.
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| 4. |
- Allodi Westling, Mara, 1959-, et al.
(författare)
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Users' needs on play for children with disabilities
- 2017
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Ingår i: Handicap, Reconnaissance et “Vivreensemble” [Recognition and “Community living”]. - : European Society for Disability Research. ; , s. 10-10
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Konferensbidrag (refereegranskat)abstract
- The COST Action ”LUDI-Play for Children with Disabilities” is devoted to the enhancement of play for children with disabilities. In order to develop policies, practices and professional training on the topic of play for children with disabilities, it is necessary to take account of the users’ needs. Aim. The aim of the study is to investigate the users’ needs on play for children with disabilities. Method. Surveys directed to disability associations and parents, developed by the COST Action ”LUDI-Play for Children with Disabilities” were distributed to 31 coordinators and translated into 23 languages. 75 answers were collected from association in 24 countries and 129 from parents in 26 countries. Results from Associations. Play for play sake is important and essential for a wide range of reasons. Play conduces to an array of positive outcome for the child, even if it is experienced as a free activity without specific objectives. Results from parents. Play is an activity that fulfil essential needs for the child. The child’s needs were to have friends and peers, adapted and specialized toys, a knowledgeable adult; improved skills necessary to play; accessible outdoor environments; available time; societal attitudes, policy and resources. The children’s experiences of play were reported. Play is an engaging activity in which the children observe, communicate, share and experience participation. Play means positive emotions as joy, happiness, relax, excitement and fun. The children experience agency when they play. The children wanted to play for more time, to have more options, adaptions, and to overcome barriers.
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| 5. |
- Andersson, Fia, et al.
(författare)
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Challenging assessing practice in schools for students with intellectual disabilities
- 2017
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Ingår i: Book of Abstracts. ; , s. 13-13
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Konferensbidrag (refereegranskat)abstract
- Within the Swedish special school for children with intellectual disability (ID) issues concerning the improvement and formative assessment of knowledge appropriation are largely unexplored. The teaching practice has generally been organized by means of simple, repetitive tasks with a minimum of variation and a tempo that tends to inhibit, fragmentize and simplify the whole. Thereby contemplated knowledge remains inaccessible and to a simpler assessment practice. However, new demands from the government make teachers face requirements to create more complex assessment practices. This presentation is based upon data from seven case studies focusing teachers experiences from teaching and assessing literacy. The case studies were designed as research-circles, focus groups interviews, or as research and development projects. 120 teachers from different special schools together with researchers were involved. Theoretically, the projects are framed within the Cultural-Historical Activity Theory and focus on two main issues: What is the object of teachers´ assessment work concerning literacy? How do teachers handle a changed teaching assignment – from a simpler to a more complex practice? Results indicate that teachers seem to be hindered by their taken-for-granted assumptions about assessing, i.e. to shift perspective from focusing on what simply could be assessed to what would be worth assessing. By challenging these assumptions, potential changes in assessment practices could be discussed.
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| 7. |
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| 8. |
- Matson, Inga-Lill, 1951-
(författare)
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Grus i maskineriet? : Några kommunala tjänstemäns, politikers, föräldrars och lärares syn på en skola för alla
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to investigate experiences, perceptions and experiences of "a school for all" in one municipality by means of a case study. The municipality is medium-sized and, for many years, has had a clearly expressed intention of providing "a school for all". This means that all pupils are included in regular comprehensive school classes, where no separate schools or groups are available for pupils with intellectual disabilities.The empirical material consists of three studies. The pilot study is a licentiate thesis published in 2007, with a societal bias and is based on web-based documentation and interviews with politicians and civil servants (n=5). This study describes regional administrators’ initiatives to promote the implementation of ”a school for all” within the entire municipality. A major finding was the importance of committed and engaged leadership. Bronfenbrenner’s (1979) model for ecological systems constitutes the theoretical starting point. The respondents in sub-studies I and II, which are the focus in this section of the thesis, are parents (n=14) and teachers (n=8). The common denominator is children/pupils who have an intellectual disability, and study according to the curriculum for special schooling but are taught in regular comprehensive school classes. Previous research into inclusion and national policy documents are of central concern to this thesis. Interpretative Phenomenological Analysis is employed as an interpretative tool for the interviews.Parents discuss the benefits of "a school for all"; good role models, social relationships and opportunities for the child to develop both socially and intellectually. They also describe how they must always be prepared to fight for their child, "keeping a watchful eye" on the school, and they imply that it is never possible to "become complacent". Teachers' attitudes and knowledge are described as crucial. A few parents wanted to have the opportunity to choose a special school for children with intellectual disabilities (ID). Their arguments are presented. In the teacher interviews, a conviction emerges about the importance of "a school for all" for the pupils' self-image, social and academic development. Organizational support, in-service training and skills’ development are seen as the prerequisites for successful inclusion, as well as educational strategies such as family groups and model learning. Respondents indicate that inclusion works most satisfactorily between years 1 and 6 in the comprehensive school and is viewed more detrimentally between years 7 and 9, in order to be better viewed again in the upper secondary school (senior high school) and the reasons for this are discussed. The case study contributes to a broader understanding of the processes of implementation and change regarding inclusion of pupils with special school status and the importance of understanding the connections and relationships between the levels within Bronfenbrenner’s ecological systems theory which directly or indirectly affect the child’s/pupil’s development and well-being.
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| 9. |
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| 10. |
- Stenlund, Karin, 1950-
(författare)
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Läsutveckling under mellan- och högstadiet : En longitudinell studie av läsfärdigheter hos elever med och utan lässvårigheter
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation consists of two studies, a middle school study and a follow-up study. In the middle school study, the reading ability of a group of middle school students, of which some have reading difficulties, is described and analyzed along with the classroom conditions the students are given for the development of their reading abilities. The overall aim of the follow-up study is to describe and analyze the reading ability development in the same group of students from the beginning of middle school to the end of lower secondary school, as well as examine the students’ use of strategies in grade 9.In lower secondary school decoding, vocabulary and reading comprehension were tested like in middle school. Students’ reading comprehension was tested on both stages based on a reading comprehension test and a national test. Since the use of strategies seems to be important for students’ reading comprehension, even the use of learning strategies were examined by including a question from the PISA (2009) student questionnaire. Furthermore, six students who in the beginning of middle school had shown poor results in one or more of the reading aspects were, referred to as the small sample group and, were interviewed in grade 9 regarding their use of comprehension strategies when reading an age-appropriate historical factual text in a textbook.Analyses show that there is a small development in reading comprehension from the beginning of middle school to the end of lower secondary school. Even the development of correct reading and vocabulary is relatively small. The largest development is shown for the reading rate, but analyses show that the reason for that is not merely a more automated process of decoding. A comparison between the results in the reading comprehension tests and the national tests at both stages show higher results for the national tests, which can depend on the different aims of the two tests. Regarding learning strategies, the entire study group stated in the questionnaire that they mostly use the deeper monitoring strategies, while the students in the small sample group reported that they tended to use the more superficial memory strategies. The results of the interviews show that the small sample group as a group found it more convenient to use comprehension strategies for superficial rather than for deeper comprehension.
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