| 1. |
- Mallander, Ove, et al.
(författare)
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Self-advocacy for people with intellectual disability in Sweden — organizational similarities and differences
- 2018
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Ingår i: Disability Studies Quarterly. - Columbus, OH : Ohio State University Libraries. - 1041-5718 .- 2159-8371. ; 38:1
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Tidskriftsartikel (refereegranskat)abstract
- Self-determination and the ability to express opinions and preferences are fundamental to all people. Self-advocacy (SA) among people with intellectual disability (PWID) presents opportunities for them to develop skills to have a say and influence changes in their local environments. The aim of this article is to explore and understand organizational similarities and differences of SA groups for PWID in Sweden by focusing their structures and activities. Within the theoretical framework of Resource-Dependency and New Institutional Perspectives, data from six Swedish SA groups belonging to two different national organizations, have been analyzed.Factors such as affinity and expectations show limited differences, while power distribution, rules and the role of support persons point to greater diversity. However, good relations within the local organizational field seems to be essential to maintain strong SA for PWID.
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| 2. |
- Mineur, Therese, 1970-, et al.
(författare)
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A study of pupil’s experiences of their everyday life in the Swedish upper secondary special school - “särskolan”
- 2012
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Ingår i: Journal of Intellectual Disability Research. - Hoboken, USA : Wiley-Blackwell. - 0964-2633 .- 1365-2788. ; 56:7-8, s. 708-708
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Tidskriftsartikel (refereegranskat)abstract
- Aim: The Swedish educational system consists of parallel types of schools. Besides regular compulsory school and upper secondary school another type of school exists in Sweden, referred to as “särskolan”. This is a special school intended for pupils with intellectual disabilities. The primary aim in this thesis is to increase the knowledge about pupil’s experiences of their everyday life in “särskolan”, with regard to the specific school organizations. The experiences of belonging to “särskolan” and perceptions about their identity- and knowledge development have been studied. Furthermore has the pupil’s preparation and perceived possibilities for adulthood been highlighted.Method: The schools were selected based on a questionnaire survey which aimed to study the variation that exists regarding the organization of upper secondary special schools. By participant observations and interviews with 14 young women and 12 young men at five different schools, the inside perspective have been focused/studied through an interpretive approach. Results: The ongoing analysis of the results indicates that the pupil’s perceive advantages as well as disadvantages belonging to “särskolan”. A majority phrase injustice in the school system and differences can be seen in their experiences derived to a gender perspective.Conclusions: Conclusions will be announced during the presentation
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| 3. |
- Mineur, Therese, 1970-, et al.
(författare)
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I en klass för sig eller i klass med alla andra : grundskoleplacerade särskoleelevers upplevelser av sin skolvardag
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- De allra flesta eleverna med särskoletillhörighet frå sin undervisning i särskolans egna klasser men en betydande andel, drygt 20 % av grundsärskolans elever, är placerade i grundskolan och får sin undervisning där. I många kommer ökar andelen grundskoleplacerade elever som är mottagna i särskolan, men kunskapen om hur denna undervisningsform fungerar är bristfällig. Syftet är att nå en ökad förståelse för och kunskap om hur elever tillhörande särskolan, som helt eller delvis är placerade i grundskolan, upplever sin vardag i skolan.Rapportens empiri består av fem fallstudier av elever mottagna i särskolan i högstadieålder som får sin undervisning i grundskoleklass. I denna studie ligger fokus på elevernas egna upplevelser och erfarenheter av skolvaradagen.Utifrån det empiriska underlaget har fyra relativt olika sätt att organisera undervisningen på kunnat urskiljas.
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| 4. |
- Mineur, Therése, 1970-, et al.
(författare)
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Self-advocacy in Sweden-an analysis of impact on daily life and identity of self-advocates with intellectual disability
- 2017
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Ingår i: Cogent Social Sciences. - Abingdon : Cogent OA. - 2331-1886. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- Self-determination and the ability to express opinions and preferences are fundamental to all people. Some people with intellectual disability no longer accept a subordinated role as disabled and new self-advocacy groups have evolved. The aim of this study was to analyse the meaning and importance of engagement in a self-advocacy group for self-advocates daily life and identity. An interpretative abductive approach was used to analyse data from interviews with 26 self-advocates from six self-advocacy groups in Sweden in relation to the theoretical concepts; recognition, social capital, culture capital and self-determination. The key finding is that the vast majority of the participants experienced a changed self-perception, as more skilled, social and confident people, depending on group affiliation, their personal engagement and positions within the group. The conclusion is that self-advocacy is important for daily life and identity of people with intellectual disability. The self-organized movements indicate an important change in society and the results are of importance not only for the target group but for shaping future support and treatment from society of people with intellectual disability.
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| 5. |
- Mineur, Therese, 1970-, et al.
(författare)
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Self-advocacy in Sweden - impact on identity and social relations
- 2015
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Konferensbidrag (refereegranskat)abstract
- Aim: In recent years an increased number of adults with intellectual disability in Sweden have been organized in self-advocacy groups since they no longer accept the perceived subordinate role as a disabled person in society. The aim of this study was to gain an understanding of the importance of being a member in a self-advocacy group and what impact it had on the members' daily life, relationships, self-determination and identity.Method: An interpretative approach was used to analyze data from interviews with 26 participants in four different groups. The semi-structured interviews were supplemented with eight interviews conducted with support workers, focus-group interviews, observations during meetings and document reviews.Findings: The findings suggest that the participants' engagement in a self-advocacy group is meaningful in several but varies ways. An improved life-situation consisting of strengthened control in every-day life and increased self-confidence are of great importance, but equally important is the perceived possibility to help others and make a difference in their lives. Self-advocacy is primarily understood in terms of achieved independence and social connections within the group, but also as influencing outsiders' attitudes.Conclusions: The self-advocacy movements indicate a significant change in society and are important for the target group as well as for shaping future support and treatment.
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| 6. |
- Mineur, Therese, 1970-
(författare)
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Skolformens komplexitet : elevers erfarenheter av skolvardag och tillhörighet i gymnasiesärskolan
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Swedish upper secondary education consists of different types of schools. One type of school is the upper secondary for pupils who have assessed as having an intellectual disability. The aim of this study is to increase the knowledge and understanding of pupils’ experiences of everyday life in school, and how they perceive the significance of their sense of belonging to this type of school. An additional aim of the study is to increase the knowledge about different ways of organizing the education and teaching. The collection of data started with a national questionnaire survey which was directed to headteachers at the schools. Based on the results from the survey five schools were selected. By participant observations at the schools and repeated interviews with 14 young women and 12 young men, the first person perspective has been studied and analysed through an interpretive approach. The analysis showed that knowledge about the schools different ways of organizing the teaching are of importance, to understand pupils’ diverse experiences of school life. As an example it has an impact on how the pupils evaluate different types of knowledge, but also how they view their future opportunities. Any clear connection between the schools different ways of organizing the education and teaching and pupils’ experiences of their sense of belonging to this type of school has not emerged. Instead pupils’ awareness, confidence, uncertainty, dejection and determination are to be seen as a framework of understanding, telling us about their experiences of their school affiliation. Together they demonstrate a complexity surrounding pupils’ situation, associated to both advantages and disadvantages in school, but also their thoughts about identity and how they perceive being categorized as deviant by others. The analysis also showed that expectations on the pupils, and their possibilities in the school context, are related to a special school culture and to gender differences.
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| 7. |
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| 8. |
- Mineur, Therese, 1970-
(författare)
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Swedish education in upper secondary schools for students with intellectual disabilities : from a student perspective
- 2015
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Ingår i: Research and Practice in Intellectual and Developmental Disabilities. - Melbourne, VIC : Routledge. - 2329-7018 .- 2329-7026. ; 2:2, s. 165-179
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Tidskriftsartikel (refereegranskat)abstract
- Swedish upper secondary education includes special secondary schooling for students with intellectual disabilities. The aim of this study was to gain an understanding of students’ experiences of attending special secondary schools. An interpretative approach was used to analyse data from repeated in-depth interviews with 14 female and 12 male students from 5 different schools. Analysis revealed participants’ school experiences could be categorised in three different ways; having a sense of awareness, a sense of confidence, and a sense of uncertainty, while their overarching attitudes towards school attendance were characterised by dejection, determination, or a combination of these. These different experiences of school and attitudes towards it demonstrate the complexity of the participants’ situation, the advantages and disadvantages of this type of schooling, and the participants’ experiences of being categorised as deviant by others. © 2015 Australasian Society for Intellectual Disability
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| 9. |
- Tideman, Magnus, 1959-, et al.
(författare)
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Policy and practice for people with intellectual disability in Sweden
- 2015
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Konferensbidrag (refereegranskat)abstract
- Aim: Ideologically propelled by the Normalization Principle the Swedish policy and service system for people with intellectual disability has since the 1960 undergone drastic changes like deinstitutionalization and decentralisation of services to the local municipalities. The aim of this paper focusing the post-normalization disability policy and practice is to present a research-based examination of the current situation for people with intellectual disability in Sweden.Method: Meta-analysis of current Swedish research in the field of intellectual disability.Findings: This paper highlights the right-based law as well as the current trends and challenges faced by people with intellectual disability. The paradox of increased self-advocacy movement at the same time as the categorization of children and youth as intellectual disabled is increasing is discussed as well as the discrepancies in service provision and the increasing number of private service providers.Conclusions: People with intellectual disability in Sweden face a number of challenges in a considerably transformed welfare system. Comparisons of similarities and differences in for example the self-advocacy movement or the marketization between the Australian National Disability Insurance Scheme and the Swedish rights-based legislation should be useful for knowledge and development in both countries.
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| 10. |
- Tideman, Magnus, 1959-, et al.
(författare)
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Self-advocacy and resistance in Sweden
- 2014
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Ingår i: JARID. - Hoboken, NJ : John Wiley & Sons. - 1360-2322 .- 1468-3148. ; 27:4, s. 349-349
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Tidskriftsartikel (refereegranskat)abstract
- Aims: Later years young adults with intellectual disability (ID) voluntary organize themselves to increase the power over their own lives and at the same time to influence the society in the direction for increased participation. The aim of this study is to increase the knowledge about the new self-organized activities in Sweden by describing and analyzing 1) the meaning for the members and the influence for identifications, self-determination, relations and daily life 2) the character and organization of the movement and its activities and 3) how the organization has influenced the environments attitudes and treatment. Method: After a national mapping, a strategic sample of 6 organizations, based on different relations to the disability movement, will be observed by using interviews, focus-groups, observations and documentation. Results: Those self-organized activities can be understood in terms of resistance against the society’s views and treatment of people with ID and against traditional ways to offer and organize support and service. Conclusions: The self-organized movements indicate an important change in society and the study is expected to give results that are of importance for the target group and for shaping future support and treatment.
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