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- Magnusson, Magnus, et al.
(författare)
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Special education - a concept in the eye of the hurricane
- 2020
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Ingår i: ASISTENȚA COMPLEXĂ A COPIILOR CU CERINȚE EDUCAȚIONALE SPECIALE ÎN MEDIUL EDUCAȚIONAL INCLUZIVMATERIALELE CONFERINȚEI ȘTIINȚIFICE INTERNAȚIONALE CHIȘINĂU, 10 decembrie, 2020. - Chisinau. - 9789975464802 ; , s. 31-37
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Konferensbidrag (refereegranskat)abstract
- Special education is generally considered to be special branch of education or educational research. The concept has existed for a long time, about a century and the original meaning of the concept has been to give special education as an addition or alternative to the regular education to people who from different reasons cannot, will not or may not follow so called regular or ordinary education 100%. In this paper we will look at the development of the concept in Sweden and how it relates to concepts especially like inclusion and equity. The presentation will start with the legislation of 1848 which gave all children formal right to basic school education.
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- Kalinnikova Magnusson, Liya, Universitetslektor, 1962-
(författare)
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A cross case analysis of special education legacy: international experience applicable for Nordic educational research (South Africa and Russia)
- 2022
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Konferensbidrag (refereegranskat)abstract
- The pursuit of inclusive education in different countries is shaped by the nature of existing special educational provisions. The presentation focuses on two authoritarian regimes in the previous century: Soviet Russia (USSR) with its ideology of class (proletarian humanism and egalitarian universalism) and South Africa with its ideology of race (apartheid and discrimination). The research formulated two assertions on the basis of a cross-case analysis based on a policy historiography. First, state ideology is visible, explicit and prominent in the shaping of special education. Second, the challenges of transitioning to a more inclusive education system are compounded by the ideological legacy of these regimes. Current moves towards inclusive education in both countries must contend with these ideological legacies and pay attention to a greater recognition of the role of state ideologies in international and comparative studies of special and inclusive education. The argumentation of the current research application to the Nordic countries could be supported by sharing methodology research experience and building knowledge about societies in change within post-modern challenges in education.
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- Kalinnikova Magnusson, Liya, Universitetslektor, 1962-
(författare)
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AAC: meeting Event in life span longitude
- 2017
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Konferensbidrag (refereegranskat)abstract
- Abstract: Development of AAC theory and practice has contributed to a powerful change of professional consciousness among AAC experts, bringing new requests and requirements to more complex issues among which ethics has been lifted up and mainstreamed. The aim of the present research is to enter the analysis of the core issues of fundamental professional ethical codes in the light of alternative and augmentative communication; to bring contribution into the “normative” integrated interdisciplinary fundamental ethical principles from the perspective of “meeting with unique AAC-user context”. The research methodology is built upon the study of scientific sources, systematized by international electronic data bases and includes an interdisciplinary approach to its collection. Phenomenology and hermeneutics are the basic research methodology to collect and analyze data. A case study of the family context, where deaf parents are upbringing blind child, is taken as a representative part for the discussion. The primary determinant for the intervention strategy was defined as family-centered, based on conceptual principles of Enabling and Empowering Families and Effective help-giving in the early intervention program. Badiou’s theory of ethics and its dimensions of ‘truth’ as a ‘truth’ of the Event were used for the interpretation of ethics of a unique AAC context. The structure of the values forms a meaningful basis for mutual understanding between professionals, family members and professional community in a wider perspective. The success of the AAC implementation as a new discipline is dependent on how all together researchers, professionals and the AAC-users could act ethically developing common understandings, beliefs and values meeting Event in life span longitude.
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- Kalinnikova Magnusson, Liya, Universitetslektor, 1962-, et al.
(författare)
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Challenges Arising from the Special Education Legacy in Russia and South Africa: A Cross-Case Analysis
- 2023
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Ingår i: Compare. - : Taylor & Francis. - 0305-7925 .- 1469-3623. ; 53:3, s. 488-505
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Tidskriftsartikel (refereegranskat)abstract
- The pursuit of inclusive education in different countries is shaped by the extent and the nature of existing special educational provisions. We focus on two authoritarian regimes in the previous century: Soviet Russia (USSR) with its ideology of class (proletarian humanism and egalitarian universalism) and South Africa with its ideology of race (apartheid and discrimination). We make two assertions on the basis of a cross-case analysis based on a policy historiography. First, state ideology is visible, explicit and prominent in the shaping of special education. Second, the challenges of transitioning to a more inclusive education system are compounded by the ideological legacy of these regimes. Current moves towards inclusive education in both countries must contend with these ideological legacies, and we argue for greater recognition of the role of state ideologies in international and comparative studies of special and inclusive education.
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- Kalinnikova Magnusson, Liya, Universitetslektor, 1962-
(författare)
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Closing of individual program in early intervention program
- 2002
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Ingår i: The Resilient Child. - Lillehammer, Norway : The Norwegian Educational Therapist Association. ; , s. 190-205
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Konferensbidrag (refereegranskat)abstract
- The article discusses three main perspectives on early intervention programs for children with disabilities. The first part of the article is focusing on the presentation of implementations of early intervention services as a response to challenges against institutionalization of children with disabilities and their separation from families in Russia, and particularly in Archangelsk city. The second part is introducing statistics of the demographical situation among child disability issues in Archangelsk city and Archangelsk region, arguing for the importance of developing interdisciplinary practices/services to support parents of children with disabilities in their needs of taking care of their child. Development of a family centered model of early intervention services through habilitation theory and practice is discussed. The third part is presenting individual cases, where children and families supported by the early intervention program meet conditions of transition to another program, because of the needs of the child to become a part of the next stage of preschool development. Each of the cases presents variations of the transitional process lifting up complicated issues, when the educational infrastructure is not prepared to meet these children because of the non-existing interdisciplinary competences and legal regulations to meet these children in preschool.
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- Kalinnikova Magnusson, Liya, Universitetslektor, 1962-
(författare)
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Costs of AAC: methodology of time, space, tools and values
- 2017
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Ingår i: 11th ECER AAC Conference Program<em></em>.
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Konferensbidrag (refereegranskat)abstract
- Despite AAC being many-faced/interdisciplinary scientifically and practically with its own about 40 years history, it is dominantly seen through the methodology of communication as a central phenomenon and, specifically, the development/implementation of “communicative instruments” for those who have special communicative needs.At the same time methodology of ACC has its cost dimension, which has its fundamental presence in each AAC case in the forms of time, space, individual tools and values. Special needs require support/help and demand for external resources. Environmental response, hopefully provided by a welfare system, becomes a natural and important substitutional societal effort for those with special needs (children and adults). The AAC-effort in its cost dimension has its multilevel structure, where macro-, mezo- and micro- levels are representing specific “life world contexts”, and are often leading families of AAC users to social and economic impoverishment. Such issues of support as service accessibility, quality, regularity, etc. are key aspects of this support and are costly for many societies internationally. AAC, as a communicative tool (low or high technology), comes with a price even though its form might be unclear. All the ECER AAC networking countries have ratified main international documents regarding the rights of children and people with disabilities, professional ethics for establishing national platforms of values toward those who need extra societal resources for human being existence etc, stressing AAC needs. What solutions could be found to diminish the gap between the “declaration” and its “implementation”? The presentation is aiming to focus on the discussion around this question.
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| 10. |
- Kalinnikova Magnusson, Liya, Universitetslektor, 1962-, et al.
(författare)
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Development of special education in Moldova: paradoxes as to inclusion
- 2021
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Ingår i: Dialogues between Northern and Eastern Europe on the Development of Inclusion : Theoretical and Practical Perspectives. - England : Routledge. - 9780367409890
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Bokkapitel (refereegranskat)abstract
- Countries of Central Eastern Europe despite their common colonial, nazi racism and communist ideological pressure background have experienced a nexus of local challenges toward inclusion. In the 1990s the ‘trail to inclusion’ was fully “…riddled with uncertainness, disputes and contradictions”. The overall trend of a response to the development of inclusion in these countries gained its certainty “within the context of general educational provision” and reforms under the influence and adoption of the Salamanca Statements and Framework of Actions in 1994. The latest generalization of research findings, investigated under the overall purpose of ‘what is known about inclusive education in Eastern Europe’ carried out by Stepaniuk in 2018, introduced inclusive education (within the time frame between 2005-2016) through the identification of a number of ‘barriers for inclusive education’ and ‘a policy-practice gap and responsibilities within systems’ in these countries. The investigation stressed that even though Eastern European and former Soviet states have filled their trails to inclusive education through a number of educational reforms, responding to Salamanca and other global statements in disability and education, the long-held beliefs, coloured by the inherited ideology of discrimination and exclusionary proprieties towards difference and disability – even though this is the fact, they have one of the strongest entrenched practice in this region. However, diversification in current trails to inclusive education is a refraction of a broader spectrum of interconnections among political, economic and social circumstances in each country. The research investigation in the present article, will be focusing on Moldova’ context of social-cultural historical origins and political choices and practice, discussing educational arrangements towards inclusion.This is a qualitative study, with relevant peer review resources connected to the research question and national documents of educational reforms towards inclusion retrospectively and contemporary, analysed by a content analysis approach. This study utilises long term statistics completed by the respective international agencies as a result of regular monitoring of an implementation of educational reforms and the National Bureau of Statistics. Main findings were composed in three big themes: adaptation of the Soviet pattern of special education; ‘endemic stress’ of breaking the pattern and paradoxes of resolution
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