| 1. |
- Avery, Helen
(författare)
-
At the bridging point : tutoring newly arrived students in Sweden
- 2017
-
Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 21:4, s. 404-415
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.
|
|
| 2. |
- Bertilsdotter Rosqvist, Hanna
(författare)
-
Knowing what to do : exploring meanings of development and peer support aimed at people with autism
- 2019
-
Ingår i: International Journal of Inclusive Education. - : Routledge. - 1360-3116 .- 1464-5173. ; 23:2, s. 174-187
-
Tidskriftsartikel (refereegranskat)abstract
- Non-autistic people is frequently described as best positioned to provide support to autistic people. But what could autistic peer support, where the support actor is another person with autism, mean? The aim of this paper is to explore different meanings of development and peer support at an autistic-only work place in Sweden. The analyses in this paper is based on data from a field work among a group of autistic self-advocates in Sweden. The group is working together in a three-year autist led project aiming at supporting young adults with autism with life strategies and with peer-to-peer mentoring as well as educating employers about autistic abilities. In the group ideas of an alternative autistic development to be nurtured and supported by autistic peer support is brought forward. Support to autistic people has to be based on understandings on autistic functionality and ways of developing and learning. This includes support in executive function, formulating goals and future aspirations, support in to get to know your abilities, embrace and cherish your strengths and interests, and get to know your difficulties including strategies to manage them, without reinforcing a sense of failure.
|
|
| 3. |
- Cameron, David Lansing, et al.
(författare)
-
School district administrators’ perspectives on the professional activities and influence of special educators in Norway and Sweden
- 2014
-
Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 18:7, s. 669-685
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to investigate school district administrators’ perspectives concerning the professional activities and influence of special educators in Norway (n=266) and Sweden (n=290). We examine three themes drawn from a survey of practices and policies in each country: (a) the organisational arrangements in which special educators work, (b) perceived changes in special educators’ activities, and (c) ratings of special educators’ influence on the content of instruction and the availability of resources for children with special needs. Findings suggest that special educators frequently work in teams, function largely as advisors, and spend less time working with individual students than in previous years. There appears to be a more pronounced increase in special educators’ time devoted to advising and documentation in Sweden than in Norway. Swedish special educators were also more frequently described as working in multidisciplinary teams. Participants in both countries rated the influence of special educators significantly higher than that of parents and teachers on the availability and distribution of resources; and significantly higher than politicians, public officials, teachers, and parents with regard to influence over the content of instruction. We discuss these findings in relation to the goals and development of inclusive education in Scandinavia.
|
|
| 4. |
- Dovemark, Marianne, 1952, et al.
(författare)
-
Academic work on a back-burner: Habituating students in the upper-secondary school towards marginality and a life in the precariat.
- 2015
-
Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 19:6, s. 583-594
-
Tidskriftsartikel (refereegranskat)abstract
- This article takes its point of departure in ethnographic data from what in Sweden is called the Individual Programme (IP). This programme was for upper-secondary school pupils who were not eligible for one of the country’s academic or vocational programme. Its main formally expressed goal was to enable students to become eligible for these programmes. Our data show that this aim risks going unfulfilled as attending the kind of programme represented by the IP increases the likelihood of marginalisation and a precarious existence. The policy of freedom of choice was a problem. This policy allowed the students to opt out of academic work and staff to encourage students to opt for easy study options and activities that took them away from academic routes.
|
|
| 5. |
- Edström, Kattis, et al.
(författare)
-
Inclusion as participation: mapping the participation model with four different levels of inclusive education
- 2022
-
Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173.
-
Tidskriftsartikel (refereegranskat)abstract
- In Swedish schools, the so-called ‘Participation Model’ is used to observe and analyse participation, with the intention of supporting an inclusive learning environment. While this model is widely promoted by government agencies, its theoretical alignment to the concept(s) of inclusion is not established. This article therefore compares and maps the six aspects of participation within the Participation Model (i.e. belonging, accessibility, interaction, autonomy, involvement and acceptance) with a hierarchically ordered set of commonly occuring definitions of inclusive education (ranging from the lowest level, placement, to the highest, community). The Participation Model was found to provide necessary and sufficient conditions for the lower levels of inclusion, as well as necessary conditions for the higher levels of inclusion. However, we show that the model suffers from construct underrepresentation and outline a few possible solutions intended to increase the theoretical alignment between the Participation Model and the higher levels of inclusive education. Finally, we suggest directions for further research.
|
|
| 6. |
- Essex, Jane, et al.
(författare)
-
Understanding inclusion in teacher education : A view from student teachers in England
- 2021
-
Ingår i: International Journal of Inclusive Education. - : Taylor & Francis Group. - 1360-3116 .- 1464-5173. ; 25:12, s. 1425-1442
-
Tidskriftsartikel (refereegranskat)abstract
- Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to practice inclusion, and how they mediate the tensions. Drawing on two exploratory studies with science student teachers in two Initial Teacher Education programmes in England, we focus on the conceptions of inclusion held by the student teachers and the links between inclusion and teacher education. Our findings suggest that conventional understandings in relation to ability still dominate, with ability-based differentiation viewed as the key teaching strategy to promote inclusion. In addition, student teachers find themselves having to negotiate contradictory and often conflicting approaches to inclusion, diversity, and academic attainment. The discrepancies highlighted by this study have implications for how teacher education courses need to be organised to promote the practice of inclusion.
|
|
| 7. |
- Ferm-Almqvist, Cecilia, et al.
(författare)
-
Inclusive arts education in two Scandinavian primary schools : a phenomenological case study
- 2017
-
Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 21:5, s. 463-474
-
Tidskriftsartikel (refereegranskat)abstract
- Previous studies indicate that ideas related to special education could influence the way arts education is performed and motivated in schools. Further investigation is therefore required in order to raise awareness of how perspectives on inclusion can serve as a starting point for arts education, and vice versa. This article takes it starting point in an ethnographic double case study of arts education practices. Data were collected during the school year 2013/2014 in two Scandinavian schools (for pupils aged 6–13) with an articulated commitment to the arts. The methods used for data collection were observation and interviews. The material was analysed from a phenomenological point of view, and the analysis showed a predominantly holistic view of inclusion in the two schools. Five dimensions of inclusion were identified through the analysis: providing arts education for all, being connected to something larger, allowing access to different forms of expression and communication, establishing preconditions for holistic inclusion, and developing special arts education. The results indicate that these schools have made considerable progress in developing an inclusive arts learning environment. Results also suggest that a holistic inclusive view of education encourages a functional and vivid arts education for ‘all’, both inside and outside the classroom.
|
|
| 8. |
- Gidlund, Ulrika, 1966-
(författare)
-
Why teachers find it difficult to include students with EBD in mainstream classes
- 2018
-
Ingår i: International Journal of Inclusive Education. - London : Taylor & Francis Group. - 1360-3116 .- 1464-5173. ; 22:4, s. 441-455
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, teachers in mainstream schools show frustration and insecurity about how to organise education for inclusion and diversity. This article contributes to the understanding of how they articulate their view of the advantages and disadvantages of including students with EBD in mainstream classes. To study teachers’ understanding, an approach of discourse theory which takes inspiration from Laclau and Mouffe (1985. Hegemony and Socialist Strategy. London: Verso) was applied. The empirical material consisted of 6 focus group interviews and 37 individual interviews based on stimulus texts. According to the results, the prevailing discourses focused on the disadvantages of it. However, they were articulated differently and filled with meaning mainly by three recurring nodal points: (1) problems, (2) dilemmas and (3) impossibility. The advantages of including students with EBD in mainstream classes were only to be found in the antagonistic discourses. They were articulated in different ways but were overpowered by others and therefore failed to fix the meaning. The overall conclusion is that teachers base their understanding on both their experiences and on the policy of the Educational Act, but the pragmatic discourse of the disadvantages was hegemonic to the ideological antagonistic discourse of the advantages.
|
|
| 9. |
- Ginnner Hau, Hanna, et al.
(författare)
-
A preschool for all children? - Swedish preschool teachers' perspective on inclusion
- 2022
-
Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 26:10, s. 973-991
-
Tidskriftsartikel (refereegranskat)abstract
- Building on the Salamanca Statement from 1994, the United Nations Sustainability Development Goals 2030 embraces inclusion for children in early childhood education. The European Agency for Special Needs and Inclusive Education in 2015-2017 completed a project on inclusive early childhood education, focusing on structures, processes, and outcomes that ensure a systemic approach to high-quality Inclusive Early Childhood Education (IECE). An ecosystem model of IECE was developed with a self-reflection tool for improving inclusion. This study's aim was to investigate practitioners' perspective on the inclusive processes and supportive structures defined in the ecosystem model, to contribute to a deeper understanding of how inclusive practice might be enabled and how barriers for inclusion can be removed. The self-reflection tool was administered in a heterogeneous municipality in Sweden, where inclusive settings are standard. Documentation from approximately 70 teachers on 27 teams was received. The documentation was analysed with qualitative content analysis based on the ecosystem model. The results showed a strong emphasis on group-related processes, whereas data on individual-related processes were scarce. This one-sided focus on the group level might endanger the inclusive processes and outcomes concerning the individual child.
|
|
| 10. |
- Göransson, Kerstin, 1955-, et al.
(författare)
-
Inclusive education in Sweden? A critical analysis
- 2011
-
Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 15:5, s. 541-555
-
Tidskriftsartikel (refereegranskat)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.
|
|
