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- Andreasson, Ingela, 1953, et al.
(författare)
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Assessments and intervention for pupils with reading difficulties in Sweden - A text analyses of individual education plans
- 2015
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Ingår i: International Journal of Special Education. - 0827-3383. ; 30:1, s. 15-24
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Tidskriftsartikel (refereegranskat)abstract
- Since 1995 all Swedish compulsory schools have been required to establish Individual Educational Plans (IEPs) for pupils with special educational needs. According to the Swedish Education Act such a plan should be drawn up if pupils do not achieve the goals in the curriculum or the syllabus. The process of IEPs covers a prior investigation to identify and assess what kind of problems or difficulties a pupil has. These investigations should be the basis for decision to ensure that the pupils get adequate support for their needs. In the current study we examine the use of IEPs for pupils with reading difficulties. Data in the study comprised 150 IEPs. One important part of the analysis of the IEPs included quality aspects of investigations and interventions. The results show a large variation of the quality for both. In many cases there is a lack of prior investigation in the IEPs and in other cases a limited connection between the assessments of the investigations and the interventions. Furthermore, the results indicate interventions based on assessments of the investigations, generally show a higher quality level. Therefore, the key conclusion is that investigations are crucial in designing interventions and establishing IEPs.
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- Andreasson, Ingela, 1953
(författare)
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Identiteter skapas i lärares omdömen
- 2013
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Ingår i: Pedagogiska magasinet. - 1401-3320. ; :1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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- Andreasson, Ingela, 1953, et al.
(författare)
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Individual Educational Plans in Swedish schools - forming identity and governing function in pupils' documentation
- 2013
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Ingår i: International Journal of Special Education. - 0827-3383 .- 1917-7844. ; 28:3, s. 58-67
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Tidskriftsartikel (refereegranskat)abstract
- The documentation of pupils in Swedish schools is extensive and a documentation culture has come to characterize the schools in recent years. In the context of decentralization and changing governance, focus has increasingly been directed towards assessment, follow-up and evaluation of pupils’ learning and social development. This article examines the Individual Educational Plans (hereafter IEP) used for pupils with special educational needs in Swedish compulsory schools from the perspective of text analyses based on discourse theory. The aim of this study is to shed light on how pupils are constructed in the school’s documentation. The study examines how these IEPs are used as a pedagogical technique for new ways of governing in order to impose self-regulation, individual responsibility and social control.The documents, which comprise the empirical material in this article, are gathered from 14 different schools and consist of documents for a total of 136 pupils with special educational needs.
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