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- Göransson, Kerstin, et al.
(author)
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Challenging Traditions? : Pupils in Need of Special Support in Swedish Independent Schools
- 2012
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In: Nordic Studies in Education. - Oslo : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 32:4, s. 262-280
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Journal article (peer-reviewed)abstract
- This article presents the general situation for pupils in need of special support (PNSS) within the Swedish independent compulsory schools. The analysis is based upon a survey of all independent schools in Sweden. Results show that the amount of PNSS is lower in independent schools than in municipal schools and that a deficit perspective seems to be common regarding explanations of school problems. There is, however, great diversity among the schools. Conclusions are that the challenge of independent schools to the traditional way of conceiving education, regarding school choice, seems to be more effective less for some other groups of pupils than for PNSS and that there are few signs that independent schools challenge traditions in work with PNSS in municipal schools.
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- Göransson, Kerstin, et al.
(author)
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Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education
- 2014
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In: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 29:3, s. 265-280
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Journal article (peer-reviewed)abstract
- The purpose of this paper is to critically analyse research about inclusive education.Prior reviews and the outcome of a recent search of databases are analysedwith regard to (a) how inclusion is defined and (b) what empirical knowledgethere is regarding factors that make schools and classrooms more inclusive. Ourpoint of departure is that we regard inclusion as an idea about what school systems,schools and classrooms should accomplish, and as such, an expression ofan educational philosophy. Four different understandings of inclusive educationwere found: (a) inclusion as the placement of pupils with disabilities in mainstreamclassrooms, (b) inclusion as meeting the social/academic needs of pupilswith disabilities, (c) inclusion as meeting the social/academic needs of all pupilsand (d) inclusion as creation of communities. Under a strict definition of inclusiveeducation, hardly any research was found which reliably identified factorsthat give rise to inclusive processes. The outcome of our analyses are discussedfrom the perspective that different understandings of inclusion should be seen, toa large extent, as expressions of different views of what schools should accomplish.We also propose that some of the adherents to inclusion as creation ofcommunities can be placed in the grand educational tradition reaching back toDewey that tries to establish new ideals for school systems in a society in whichindividualism is perhaps the main ideology. The main conclusions are that theoperative meaning of inclusion in reviews and empirical research should bemuch more clearly defined and that new types of studies are needed.
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- Göransson, Kerstin, 1955-, et al.
(author)
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Inclusive education in Sweden? A critical analysis
- 2011
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In: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 15:5, s. 541-555
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Journal article (peer-reviewed)abstract
- When it comes to pupils in need of special support and pupils with disabilities, Sweden's compulsory school system is sometimes considered a one-track system. This article analyses and critically discusses current policy and practices at various levels of Sweden's compulsory school system for these pupils. The analysis traces three themes at the national and municipal levels: (1) values and goals; (2) organisation and placement of pupils; and (3) importance of categories in obtaining support. A rather complex picture emerges from this analysis. Several conclusions are made: (1) state policies leave a lot of room for interpretation at the municipal and school levels, and this results in an extensive variation; (2) Swedish state policy is not as inclusive as is often stated; (3) celebration of difference seems to be hard to achieve; (4) learning goals can be a double-edged sword with regard to inclusion; and (5) most pupils appear to enjoy participation in school, and in an international perspective, Swedish classrooms seem to be largely democratic.
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- Göransson, Kerstin, et al.
(author)
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Inledning
- 2011
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In: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur. - 9789144068909 ; , s. 13-32
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Book chapter (other academic/artistic)
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- Göransson, Kerstin, et al.
(author)
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Local school ideologies and inclusion : the case of Swedish independent schools
- 2013
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In: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 28:1, s. 49-63
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Journal article (peer-reviewed)abstract
- This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic-inclusive and the market-oriented-exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketisation are finally discussed.
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