| 1. |
- Göransson, Kerstin, et al.
(författare)
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Local school ideologies and inclusion: : the case of Swedish independent schools
- 2013
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Ingår i: European Journal of Special Needs Education. - 0885-6257. ; 28:1, s. 49-63
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Tidskriftsartikel (refereegranskat)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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| 2. |
- Nohlert, Eva, et al.
(författare)
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Comparison of a high and a low intensity smoking cessation intervention in a dentistry setting in Sweden : a randomized trial
- 2009
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Ingår i: BMC Public Health. - 1471-2458. ; 9:121
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Tobacco is still the number one life style risk factor for ill health and premature death and also one of the major contributors to oral problems and diseases. Dentistry may be a potential setting for several aspects of clinical public health interventions and there is a growing interest in several countries to develop tobacco cessation support in dentistry setting. The aim of the present study was to assess the relative effectiveness of a high intensity intervention compared with a low intensity intervention for smoking cessation support in a dental clinic setting. METHODS: 300 smokers attending dental or general health care were randomly assigned to two arms and referred to the local dental clinic for smoking cessation support. One arm received support with low intensity treatment (LIT), whereas the other group was assigned to high intensity treatment (HIT) support. The main outcome measures included self-reported point prevalence and continuous abstinence (> or = 183 days) at the 12-month follow-up. RESULTS: Follow-up questionnaires were returned from 86% of the participants. People in the HIT-arm were twice as likely to report continuous abstinence compared with the LIT-arm (18% vs. 9%, p = 0.02). There was a difference (not significant) between the arms in point prevalence abstinence in favour of the HIT-protocol (23% vs. 16%). However, point prevalence cessation rates in the LIT-arm reporting additional support were relatively high (23%) compared with available data assessing abstinence in smokers trying to quit without professional support. CONCLUSION: Screening for willingness to quit smoking within the health care system and offering smoking cessation support within dentistry may be an effective model for smoking cessation support in Sweden. The LIT approach is less expensive and time consuming and may be appropriate as a first treatment option, but should be integrated with other forms of available support in the community. The more extensive and expensive HIT-protocol should be offered to those who are unable to quit with the LIT approach in combination with other support. TRIAL REGISTRATION: Trial registration number: NCT00670514.
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| 3. |
- Göransson, Kerstin, et al.
(författare)
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Challenging Traditions? : Pupils in Need of Special Support in Swedish Independent Schools
- 2012
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Ingår i: Nordic Studies in Education. - Oslo : Universitetsforlaget. - 1891-5914. ; 32:4, s. 262-280
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Tidskriftsartikel (refereegranskat)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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| 4. |
- Nilholm, Claes, et al.
(författare)
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Is it possible to get away from disability-based classifications in education? : an empirical investigation of the Swedish system
- 2012
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Ingår i: Scandinavian Journal of Disability research. - Taylor & Francis. - 1745-3011. ; s. e-pub ahead of print
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Tidskriftsartikel (refereegranskat)abstract
- Disability classifications is given a minor role in the Swedish national policy on special needs in schools. In the present study questionnaires are used to investigate the actual importance of medical diagnosis in obtaining special support as well as attitudes towards such practices. The study involves different levels of the educational system as well as different occupational groups within compulsory schooling and preschool. The results show that: 1) disability-based categories are seen as less needed in practice by chief education officers than by principals; 2) disability-based classifications have stronger support among school staff than in the guiding documents and among principals and chief education officers; 3) a disability-based approach has stronger support at the compulsory school level than at the preschool level; 4) the group most in favour of disability-based classifications is teachers and those most against are chief education officers, principals and SENCOs.
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