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Numrering	Referens	Omslagsbild	Hitta
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.
11.	Göransson, Kerstin, 1955-, et al. (författare) Professionalism, governance and inclusive education – A total population study of Swedish special needs educators 2019 Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 23:9, s. 559-574 Tidskriftsartikel (refereegranskat)abstract Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.
12.	Göransson, Kerstin, 1955-, et al. (författare) Segregated education as a challenge to inclusive processes : a total population study of Swedish teachers' views on education for pupils with intellectual disability 2022 Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 26:14, s. 1367-1382 Tidskriftsartikel (refereegranskat)abstract Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling.
13.	Heimdahl Mattson, Eva, et al. (författare) Students with reading difficulties/dyslexia: a longitudinal Swedish example 2010 Ingår i: International Journal of Inclusive Education. - London : Routledge. - 1360-3116 .- 1464-5173. ; 14:8, s. 813-827 Tidskriftsartikel (refereegranskat)abstract The aim of this study was to investigate the longitudinal development of studentshaving difficulties with reading and their decoding ability in Swedish compulsoryschool. Another aim was to relate this to the experiences of educational activitiesexpressed by students and parents. The decoding ability was assessed by a wordchain test given at three occasions and was compared with results on a letter chaintest. Retrospective interviews were performed with students and parents. Thedecoding ability tended to improve for most of the students over time, althoughsome of them failed to improve or even decreased their scores, indicating a lackof environmental adjustment. Special educational support was according tostudents and parents organised in small and often very heterogeneous groupswhere the students sometimes received adequate support but often felt deviantfrom friends in their regular classes. The responsibility for helping the childrenwith their schoolwork was allocated to the parents. Research in this areademonstrates the necessity of a well-structured and stimulating learning situation.Yet, the development of these students’ decoding abilities, personal experiences,and parental involvement indicate that competence and resources at schoolregarding children at risk for developing reading difficulties are often lacking in the Swedish educational system.
14.	Hjörne, Eva, 1956, et al. (författare) Reconstituting the ‘ADHD-girl’: Accomplishing exclusion and solidifying a biomedical identity in an ADHD class. 2015 Ingår i: International Journal of Inclusive Education. - Routledge : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 19:6, s. 626-644 Tidskriftsartikel (refereegranskat)abstract In this study, we explore what happens to young people labelled as having attention deficit hyperactivity disorder (ADHD) after they have been excluded from mainstream class and placed in a special class. More specifically, we focus on how a specific disability identity is locally accomplished and ascribed to a girl placed in an ADHD class containing only boys. Data are drawn from the communication books that regularly passed between the parents and teachers, and from ethnographic work in a special class for children aged 7–12 years diagnosed with ADHD, during a period of one school year. We draw on ethnomethodology, especially membership categorisation analysis, when investigating unfolding trajectories of shifting identifications during a school year. The detailed analysis reveals that the girl is accomplished as capable of managing her life in school at the beginning of the year, but by the end is constructed as disabled and identified as a typical ADHD girl in very subtle ways in the teacher's communication with the parents. Furthermore, our analysis highlights how the process of exclusion and social identification of the girl as a typical ADHD girl is mutually constructed and achieved across classroom activities in everyday schooling contexts.
15.	Isaksson, Joakim, 1976-, et al. (författare) 'Pupils with special educational needs' : a study of the assessments and categorizing processes regarding pupils' school difficulties in Sweden 2010 Ingår i: International Journal of Inclusive Education. - London : Routledge. - 1360-3116 .- 1464-5173. ; 14:2, s. 133-151 Tidskriftsartikel (refereegranskat)abstract One important goal of Swedish educational policies is to integrate all pupils within regular education, irrespective of disability or difficulties in school, and to adjust education to individual needs. The aim of this article was to explore how schools ‘socially construct’, i.e. identify and support, pupils with special educational needs. Another aim was to explore if there were any dominant patterns in the schools’ procedures to differentiate pupils with such needs from ‘normal’ pupils, and how such patterns can be understood in a broader context of educational policies. Interviews were conducted with school personnel from two compulsory schools in a municipality in northern Sweden. We chose to use the grounded theory approach for analysing the interview data. The analysis indicated that there were three different patterns or models for identifying and supporting pupils with special educational needs: a pedagogical, a social or a medical model. Various professionals were involved in different ways in each model. Another finding was that school personnel did not find it easy to sort out and assess ‘special educational needs’, and that the identification of such needs were conditioned upon resources available for the schools.
16.	Iudici, Antonio, et al. (författare) Health service and school: new interactions. Comparison between the Italian system and the Swedish system on the diagnostic process of pupils 2019 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 25:9, s. 1027-1041 Tidskriftsartikel (refereegranskat)
17.	Johansson, Shruti, 1978 (författare) A critical and contextual approach to inclusive education: perspectives from an Indian context 2014 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 18:12, s. 1219-1236 Tidskriftsartikel (refereegranskat)abstract Post Salamanca, inclusive education was incorporated in government policies in countries of the North and South. Since then there have been numerous books, articles, and academic debates on the topic but with little representation from the South. This article examines how inclusive education is conceptualised in India, within four recent government policies and in practice. It draws on interview data from a larger study conducted in the metropolitan city of Kolkata and document data. The findings suggest the term inclusive education is well established in government policies and amongst school heads, special educators, and counsellors. While there is consensus on the ‘goodness' of inclusive education and it being synonymous with children with disabilities, there are multiple meanings assigned to inclusive education, inclusive schools, and the includable child. Variations and discrepancies were visible not only between school staff and policy documents but even within policies and schools, respectively. A visible change is schools emerging but varying ‘consciousness of responsibility' towards children with disabilities. Based on the persisting ambiguities surrounding inclusive education, the article argues for developing contextual understanding of how education of children with disabilities can take place in India and adopting a critical stance towards inclusive education.
18.	Karlsudd, Peter, 1958- (författare) When differences are made into likenesses : the normative documentation and assessment culture of the preschool 2023 Ingår i: International Journal of Inclusive Education. - : Taylor & Francis Group. - 1360-3116 .- 1464-5173. ; 27:8, s. 904-920 Tidskriftsartikel (refereegranskat)abstract This article is based on studies carried out within the Young children’s learning research education programme. This undertaking involved five graduate students, all recruited from the Swedish preschool system. The licentiate thesis makes up the final product of their education programme, and the focus of each candidate’s licentiate thesis was preschool-level documentation. Using the results of all five theses, a re-analysis was conducted with the concept of normality as the common starting point. The purpose was to investigate whether documentation and assessment can change the view of normality in preschools, and furthermore, what consequences there may be for preschool activity. ‘The narrow preschool and the wide preschool’ is the model used to support the analysis, which is a model used in previous studies to review and discuss educational choices and conditions in the school system. Results of the present investigation show that the documents and assessments performed in preschool have a strong focus on the individual child and a traditional, school-oriented learning is highly valued. The documentation and assessment practices that take place now in our preschools, therefore, most likely influence the preschool view of normality and restrict the acceptance of differences.
19.	Kim, Soo-Kyung, et al. (författare) South Korean elementary school teachers’ experiences of inclusive education concerning students with a multicultural background 2021 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 25:12, s. 1327-1341 Tidskriftsartikel (refereegranskat)abstract Due to the increase of economic immigration over the last few decades, South Korea has rapidly become a multi-ethnic society. The number of students with a multicultural background (SMBs) has increased more than tenfold in the past ten years. Research has revealed that despite physical inclusion of SMBs in general classrooms, SMBs tend to struggle at school as a result of language difficulties, academic underachievement, and social isolation. Shedding light on the Salamanca thinking, this study aims to investigate how teachers’ experiences of SMBs vary according to school cultures. Thirteen teachers from three schools (with different school cultures) were invited to participate in qualitative semi-structured interviews. It was revealed that the teachers, who worked in the different school cultures, expressed differently with regard to (1) teachers’ reasoning about SMBs’ struggles, (2) teachers’ professional knowledge and strategic practices, (3) collaboration with a multicultural education supervising teacher (MEST), and (4) dependency upon external support. The school judged to be contributing to ‘true’ inclusion was characterised by ample support from a MEST and the creation of an inclusive learning environment for SMBs as a whole-school approach. What can further ‘true’ inclusion of SMBs in elementary schools and the implications thereof are discussed.
20.	Korsgaard, Morten Timmermann, et al. (författare) Thinking and researching inclusive education without a banister : visiting, listening and tact as a foundation for collective research on inclusive education 2020 Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 24:5, s. 496-512 Tidskriftsartikel (refereegranskat)abstract This paper presents some initial findings of a double-sided study on collective research in inclusive education. The aim is to discuss how thinking on inclusive education can be produced and evolved in a community of inquiry consisting of practitioners and researchers. The paper presents both a research process and an explorative theoretical endeavour to rethink how we might conduct research in education and more specifically inclusive education. The theoretical point of departure is Hannah Arendt’s concept of ‘thinking without a banister’ which, succinctly put, means to be able to think without a fixed methodology. We connect Arendt’s idea of ‘thinking without a banister’ with Johann Friedrich Herbart’s concept of pedagogical tact, which deals with the strong connection between theory and practice in educational processes. The paper ends with a reflection on the possible influence on inclusive education of the framework presented, and how it might lead to a more inclusive starting point for thinking about and researching the field of inclusive education.
21.	Korsgaard, Morten Timmermann, et al. (författare) Towards a shift in perspective for inclusive education research : a continental approach 2017 Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 21:12, s. 1245-1260 Tidskriftsartikel (refereegranskat)abstract With a starting point in the tradition of geisteswissenschaftliche Pädagogik, this article presents a challenge to inclusive education research to engage a Continental perspective on educational research. The motivation is to entice inclusive education researchers to begin to ask educational questions of inclusion, as opposed to inclusive questions of education. Recent years has seen a call to re-think inclusive education research and this paper attempts to answer this call by turning to a Continental perspective and the emphasis on an at least relative autonomy for the theory and practice of education. The article explores the relationship between Continental and Anglo-American educational theory, and why they seem to have developed in such distinct directions. Beginning with the Anglo-American perspective, it is outlined how pedagogy and the so-called educational interest became replaced by the scientific standards dominant in other academic disciplines. This is countered by a look at the continued endeavours in the Continental spheres to formulate specifically educational criteria for educational processes. This leads to a negative aim in the form of arguing against neo-liberal policy and the politicisation of inclusive education, and a positive aim in the form of an argument for a move towards constructing a pedagogical ideal of inclusion
22.	Koutsogeorgou, Eleni, et al. (författare) Evaluating social capital indicators and national inclusive education policies in six European countries 2012 Ingår i: International Journal of Inclusive Education. - 1360-3116 .- 1464-5173. Tidskriftsartikel (refereegranskat)abstract This paper investigates how measures of social capital correspond with inclusive education policies by linking both to the ICF-CY. The method employs cross-country comparative analyses of six European countries – Germany, Greece, Romania, Spain, Sweden, and the United Kingdom – based on social capital indicators from the European Social Survey (Round 4-2008), along with comparison on the level of inclusive education policies within these countries by analyzing policies from a participation perspective. The results indicate that the ICF-CY is a useful tool for measuring both social capital and inclusive education policies, and although no connections could be drawn between social capital and inclusive education policy, the ICF-CY provided a consistent and common language for describing health and its related topics.
23.	Larsliden, Bibbi, 1960-, et al. (författare) Is it possible for pupil welfare teams to work health promoting and preventively? - A case study 2024 Ingår i: International Journal of Inclusive Education. - : Routledge. - 1360-3116 .- 1464-5173. ; 28:3, s. 296-310 Tidskriftsartikel (refereegranskat)abstract Prior research about pupil welfare teams have identified problems at several levels: those of leadership, interprofessional cooperation, cooperation between the pupil welfare team and teachers, and type of work carried out. Perhaps most importantly, teams seem to work primarily with 'firefighting', i.e. acting reactively when problems already have occurred, rather than in a health promoting and preventive way. On the one hand, health promotion and prevention are endorsed as desired ways to work (e.g. SFS 2010, 800); on the other hand, reactive measures seem to dominate in practice. In order to try to bridge this gap, we carried out a study of a pupil welfare team in Sweden that we had reason to believe worked more in line with the health-promoting and preventive manner of working that is recommended. Since we could not know a priori whether the team studied worked in a qualitatively different way than other teams studied in prior research, we were led by two overarching research questions: (1) Is the studied team working in a heath promoting and preventive way? and (2) If so, how did their way of working emerge and how is it sustained? Our overriding purpose is to increase our knowledge concerning whether and how pupil welfare teams can become more health promoting and preventive in practice. More specifically, we are interested to find factors that contribute to the development and sustainability of health promoting and preventive work in pupil welfare teams.
24.	Lindqvist, Gunilla, et al. (författare) Making schools inclusive? Educational leaders' views on how to work with children in need of special support 2013 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 17:1, s. 95-110 Tidskriftsartikel (refereegranskat)abstract Educational leaders have a comprehensive responsibility for how preschools and schools work with children in need of special educational support. The aim of this research is to study how educational leaders (a) explain why children have problems in schools, (b) consider how preschools/schools should help children in need of special support and (c) the role they believe that Special Educational Needs Coordinators (SENCOs) should have in such work. Educational leaders (N = 45) working in preschools and regular compulsory schools in a Swedish municipality responded (100%) to a questionnaire. According to the results of this study, this group seems to view difficulties in schools as being caused primarily by individual shortcomings. Educational leaders often advocate solutions that are closely linked to the work of special educators. The educational leaders believe SENCOs should work with supervising staff and focus on documentation and evaluations. Preschool leaders attribute children's need of special support to teachers more often than their colleagues in compulsory schools.
25.	Ljungblad, Ann-Louise, 1961 (författare) Pedagogical Relational Teachership (PeRT) - a multi-relational perspective 2021 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 25:7, s. 860-876 Tidskriftsartikel (refereegranskat)abstract This article presents a theoretical relational perspective of education, Pedagogical Relational Teachership (PeRT), which supports the development of new knowledge about teachers’ relational proficiencies to create opportunities for students to participate in their education and to emerge as unique individuals and speak with their own voices. Within the field of inclusive education, it is a relational approach where teaching is to be understood relationally. The fundamental bases in this inclusive perspective on education are the Convention on the Rights of the Child and the Salamanca Statement. The concept of relational teachership is elaborated on to emphasise the importance of teachers’ relational proficiencies in the classroom. The article also clarifies how PeRT includes a multi-dimensional model to illuminate relational processes and relationships on different levels within the educational system. PeRT is a relational approach for scholars and practitioners, which can be seen as a new beginning and an invitation to a relational pathway that explores participation, accessibility and equity.
26.	Ljusberg, Anna-Lena, 1957- (författare) The structured classroom 2011 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 15:2, s. 195-210 Tidskriftsartikel (refereegranskat)abstract The aim of this article is to highlight the organisation of the remedial classroom. The data were collected from observations and semi-structured interviews with 10 teachers in remedial classes for children seen and treated as having concentration deficits. The teachers use primarily compensatory language that places the deficits in the pupils. Something appearing both in the interviews and in the organisation of the classroom is the structured classroom. In the remedial class it can be expresse by dividing the pupils’ working place areas with screens or turning the pupils’ desks toward a bare wall, and strongly structuring the teaching. By pointing out the problem as pupils’ social deficits, the schools reduce their agency. The goal of remedial classes is that the pupils will return to the ordinary class. This article suggests that what pupils in remedial classes learn primarily is to be a pupil in a remedial class.
27.	Lundqvist, Johanna, et al. (författare) Inclusive Classroom Profile (ICP) : a cultural validation and investigation of its perceived usefulness in the context of the Swedish preschool 2021 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 25:3, s. 411-427 Tidskriftsartikel (refereegranskat)abstract The Inclusive Classroom Profile (ICP) is a structured observation instrument. It has been developed to support high-quality early childhood inclusion of children with special educational needs and disabilities. The aim of this study is to examine the cultural validity of the instrument in Swedish preschools and to investigate its perceived usefulness in a Swedish preschool context. Ten special educators, who conducted professional dialogues with preschool teachers and other preschool staff members in a Swedish municipality, were enrolled. The instrument was compared with the Swedish national curriculum for the preschool, and the perceptions of special educators were collected by way of dialogue seminar method. Thematic analyses were conducted. The results of the study show that the instrument, with few exceptions, is valid in Sweden, and that the instrument can be useful for special educators conducting professional dialogues about early childhood inclusion with preschool teachers and other preschool staff members. The study has relevance for those who work with early childhood inclusion in Sweden as well as elsewhere, and for those who plan to validate the instrument and investigate its perceived usefulness in a context pertinent to them. High-quality inclusion is on the agenda in many nations, and a Sustainable Development Goal.
28.	Magnússon, Gunnlaugur, 1979- (författare) An amalgam of ideals : images of inclusion in the Salamanca Statement 2019 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 23:7-8, s. 677-690 Tidskriftsartikel (refereegranskat)abstract The Salamanca Statement is a primary point of departure in research and policy on inclusive education. However, several problems have surfaced in the 25 years since its publication. In particular, several different interpretations of the concept of inclusive education and its enactment in practice have arisen. For instance, the definition of the pupil groups in focus varies greatly. There are also varying definitions of the importance of pupil-placement, when it comes to organisation of inclusive education. Using a theoretical framework combining Bacchi’s [1999. Women, Policy and Politics. The Construction of Policy Problems. London: Sage Publications] poststructural policy-analysis and concepts from Popkewitz [2009. “Curriculum Study, Curriculum History, and Curriculum Theory: The Reason of Reason.” Journal of Curriculum Studies 41 (3): 301–319. doi:10.1080/00220270902777021], this article illustrates that The Salamanca Statement allows for a variety of interpretations of inclusion. As a policy-concept, inclusion encompasses an amalgam of political ideals, including welfare-state ideals where education is viewed as a public-good, as well as market-ideals of education as a private-good. Policies of inclusion also define the desired citizen, through categories of disadvantaged children, the ones excluded but to be included for their own good as well as for the good of the future society. The conclusions are that researchers and policy-makers should elucidate what they mean by inclusion with for instance moral- and practical arguments rather than vague references to The Salamanca Statement.
29.	Mills, Martin, et al. (författare) After exclusion what? 2015 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 19:6 Tidskriftsartikel (refereegranskat)
30.	Nilsson, Ingrid, et al. (författare) What is social justice in Swedish education today? : The political governing problem 2001 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 5:2 & 3, s. 257-263 Tidskriftsartikel (refereegranskat)
31.	Nilsson Sjöberg, Mattias (författare) (Un)becoming dysfunctional: ADHD and how matter comes to matter 2016 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. Tidskriftsartikel (refereegranskat)abstract Various neuropsychiatric disorders are a common feature today, not leastin educational contexts where Attention Deficit Hyper Activity Disorder(ADHD) is a common diagnosis. The dominant perspective regardingADHD is biomedical. This perspective has been questioned andchallenged in various ways. The aim of this article is to think ADHDthrough quantum physicist and philosopher Karen Barad’s [Barad, K.2007. Meeting the Universe Halfway: Quantum Physics and theEntanglement of Matter and Meaning. Durham, NC: Duke UniversityPress.] theory of agential realism. According to Barad, what we perceiveas singular entities do not exist in advance. Barad pays attention to theworld’s entanglements, and what we perceive as singular objects andsubjects are effects of specific and various material-discursive practicesacting as agential cuts. The theory of agential realism assignsperformativity to matter, which highlights that ADHD is something thatcontinuously comes into being together with human and non-humanbodies. The material dimension has not previously been emphasised asa causal factor in studies on ADHD. In this article, the focus is on theagency of the book. As a conclusion, the importance of takingresponsibility for every material-discursive practice with which we arealways entangled is emphasised.
32.	Odenbring, Ylva (författare) Standing alone: sexual minority status and victimisation in a rural lower secondary school 2022 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 26:5, s. 480-494 Tidskriftsartikel (refereegranskat)abstract Studies worldwide indicate that sexual minority students often face different forms of bullying in everyday life at school, and young people growing up in communities with conservative values, such as in rural areas, are often in a particularly vulnerable position. Nonetheless, there is an absence of studies addressing the everyday lives of sexual minority students in rural schools. Drawing on interviews with students in the ninth grade of a rural lower secondary school in Sweden, the current study has investigated experiences of violence and harassment routinely directed at sexual minority students at school. The results indicate that the local gender regime is strongly framed by heteronormative values that position non-heterosexual students as the Other. Sexual minority students are exposed to homophobic name-calling on a daily basis, and threats and physical violence are also common. To fit in and to ‘survive’ in school, sexual minority students are forced to accept the homophobic name-calling and are sometimes also forced to physically fight back. This study concludes that it is important that schools address issues around violence directed towards non-heterosexual students, and that ways to create a more inclusive and safe school environment be identified. © 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
33.	Olsen, Kathrin, et al. (författare) Mapping inclusion of a child with autism in a mainstream kindergarten : how can we move towards more inclusive practices? 2019 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 23:6, s. 624-638 Tidskriftsartikel (refereegranskat)abstract This study identify and reflect on barriers to inclusion that childrenwith autism can meet in kindergarten. We use a single case studywith participant- and video observation to map inclusion for asingle 5-year-old boy with autism, in a mainstream kindergarten inNorway. Analysis identified three modes of inclusion; distancekeeping,maintaining proximity and interacting. The mappingprocedure demonstrated that barriers to inclusion continue tooperate. The extent of the child’s participation seemed to relateto what he was doing and who he was with; overall, limitedsocial inclusion amongst peers being achieved. Results indicatedthat predictable frameworks and teacher support increasedparticipation. We discuss how participation for children withautism can be promoted. Our study points toward the need toextend current adaptations and support to children with autismwithin the educational settings, to enable a more inclusive practice.
34.	Osberg, D.C, et al. (författare) The end/s of education : Complexity and the conundrum of the inclusive educational curriculum 2010 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 14:6, s. 593-607 Tidskriftsartikel (refereegranskat)abstract The conundrum of the inclusive educational curriculum is that the more inclusive a curriculum becomes in practice, the less inclusive it becomes in principle. In this paper we explain the conundrum and argue that its appearance is a product of what could be called 'object-based' logic which is underpinned by a deterministic understanding of causality. As long as we employ object-based logic to think about the curriculum, we cannot avoid asking what a curriculum is for. Whoever answers this question necessarily excludes other possibilities. We argue that a relational or 'complex' understanding of causality, which is shared bycomplexity theories, poststructural theories, deconstruction and Deweyan pragmatism, offers a way out of the conundrum by offering a different understanding of process and hence the guiding role of the curriculum in the educational process. In allowing the possibility of a guiding role for the curriculum, while dispensing with the need for a curricular 'end', complex logic can inform an understanding of curriculum which succeeds where humanistic education in its various forms has failed.
35.	Palla, Linda (författare) Characteristics of Nordic Research on Special Education in Preschool : A Review with Special Focus on Swedish Conditions 2019 Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 23:4, s. 436-453 Forskningsöversikt (refereegranskat)abstract The article identifies and reviews current Nordic research on special education in preschool. The research question was: What characterises Nordic research on special education in preschool between the years 2006 and 2014? The analysis that was applied was configurational and the procedure included a content analysis. The results of the present review indicate that the included studies are characterised by intimacy and depth in relation to preschool practice, with predominantly qualitative data created through interviews and with a variety of theories. Teachers’ voices dominate, while special educators, and parents’ voices are heard to some degree. Children's voices are rarely heard and then only through video recordings in which the adult interprets the child.
36.	Paulsrud, David, et al. (författare) Teaching for inclusion : a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support 2023 Ingår i: International Journal of Inclusive Education. - : Routledge. - 1360-3116 .- 1464-5173. ; 27:4, s. 541-555 Forskningsöversikt (refereegranskat)abstract This article presents a review of qualitative research on interprofessional cooperation between regular teachers and special educators published from 2005 to 2019. The aim of the review was to gain knowledge about how different forms of cooperation take shape and about factors at multiple levels that facilitate or constrain cooperation as a means of achieving inclusion. In total, 25 studies were selected. The results are discussed in relation to Thomas Skrtic's theory of bureaucracies within the school organisation in order to compare and analyse different forms of interprofessional cooperation and schools' organisations of special educational work. Cooperative teaching, special educational consultations and mixed forms of cooperation were found to entail different benefits and challenges related to communication and the cooperating actors' roles. Facilitating factors included personal chemistry, an equal distribution of power and responsibilities and support from the school management through provision of professional development and adequate planning time. In several studies, a flexible cooperation was argued to be hindered by curricular constraints and standardised testing. Education policy is therefore emphasised in this review as important for understanding the conditions under which school staff are responsible for inclusion.
37.	Persson, Elisabeth (författare) Raising achievement through inclusion 2013 Ingår i: International Journal of Inclusive Education. - : Routledge. - 1360-3116 .- 1464-5173. ; 17:11, s. 1205-1220 Tidskriftsartikel (refereegranskat)abstract In 2007, Swedish authorities introduced open publication of comparisons of students' results at the end of compulsory school. In this study, we investigated a municipality that had succeeded in breaking a negative trend from a bottom position in the ranking in 2007 to a top position in 2010, apparently through inclusive practices. The purpose of this study is to examine and isolate key elements that make a difference in schools and classrooms in the work with all students. Data were collected through interviews and classroom observations. Mary Douglas' cultural–cognitive perspective of institutional theory and the work of Ludwik Fleck are used to identify and analyse factors of importance to the increased goal fulfilment. The school's decision to end all segregated small group activities and to include all children in the normal classroom activity is examined. Moreover, the emphasis on teachers’ reading and discussing of national and international research and focusing on all children's right to succeed in the classroom is analysed. The analysis suggests that focusing on goal fulfilment through inclusion gave a wider definition to the concept of successful schooling and changed the traditional thought style of the school.
38.	Ramberg, Joacim (författare) The extent of ability grouping in Swedish upper secondary schools : a national survey 2016 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 20:7, s. 685-710 Tidskriftsartikel (refereegranskat)abstract Differentiation among students according to ability has been a topic of interest in educational systems all over the world for a long period of time. This study focuses on the extent of ability grouping in Swedish upper secondary schools, using a total population survey that covers all upper secondary schools. Previous research on the effects of ability grouping on students and groups of students gives a quite clear picture and the relation between ability grouping and issues of inequity and undemocratic values is an often-raised issue, where low-achieving students are especially adversely affected. Results from this study show that many (43%) upper secondary schools use ability grouping as a way to differentiate students in educational settings. It is found that it is more frequently used within the foundation subjects and especially in mathematics. No particular group of schools reports using ability grouping at a significantly higher rate, but the schools that reported using it to a very large extent differ on many school-level variables. These schools are focused on specifically. The extent of ability grouping is discussed in relation to previous research and issues of equity.
39.	Sandberg, Anette, et al. (författare) Pre-school teachers', Other Professionals' and Parental Concerns on Cooperation in Preschool - all Around Children in Need of Special Support : the Swedish Perspective 2010 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 14:8, s. 741-754 Tidskriftsartikel (refereegranskat)abstract The aim of this study was to discover and describe parents', pre-school teachers', and other professionals' experiences of cooperation regarding children in need of special support. It is a topic that arouses many different feelings and experiences. This study has a qualitative procedure with a phenomenological approach. The data collection in this study consists of interviews from 20 participants. It becomes apparent that pre-school teachers lack training in cooperation, as well as that further education has not been available to any mentionable extent. In this study it becomes clear that there is a large difference between various pre-schools regarding knowledge and motivation to provide the extra support that many children need. This study also shows that accessibility to and information from other professionals to parents is basic for them to feel safety and support. Different aspects of cooperation are highlighted and discussed.
40.	Severinsson, Susanne, 1965- (författare) Documentation for students in residential care: Network of relations of human and non-human actants. 2016 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 20:9, s. 921-933 Tidskriftsartikel (refereegranskat)abstract Swedish and international research points to serious problems for the education of students with social, emotional and behavioural difficulties (SEBD) in the care of social welfare, for example, in residential care. The aim of this article is to elucidate how documentation, care plans (CPs) and individual educational plans (IEPs) outline the educational prospects for SEBD students in residential care. A more specific aim is to study how the form or template partakes in the production of educational trajectories. Using post-structural theory and the concepts of actor-network theory, this paper highlights the forms or templates as agentive forces in a network with students, parents, teachers and social workers. Documentation reveals few expectations that these teenagers can become capable learners and almost all of the subjects have been given a reduced curriculum. The lack of headings such as ‘Student's or parents’ opinion’ or ‘School subjects’ can be understood as indications that these topics are considered to be of less importance. Individual differences between students disappear when the electronic document enables the use of the exact same phrases and words to describe different students. These results, along with previous research, point to an immediate need to discuss both the form and content of documentation in educational practice and to consider what, for what reason and for whom to document
41.	Singal, Nidhi, et al. (författare) Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future 2021 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. Tidskriftsartikel (refereegranskat)abstract Covid-19 has led to unparalleled school closures and bought about extraordinary and unique challenges to ensuring continuity of learning for children across countries. This paper focuses on the educational experiences of children with disabilities in Malawi. Using a telephone survey, 99 parents/carers were interviewed about the impact of school closure on them and their child with disabilities. Parents reported as being overwhelmingly dissatisfied with the educational experiences of their child with disabilities, with a significant number reporting that they had no contact with the school or the teachers during closures. Children with disabilities were reported as spending very little time on formal learning activities. Nonetheless, parents were confident that their child with disabilities would return to school once these re-opened, as parents noted the loss of structure for their child’s day and increased loneliness arising from lack of contact with their friends. As schools reopen, the mental health of children with disabilities, alongside their learning, will need to be a priority. Finally, parents highlighted the need for more active involvement in their child’s schooling, so that they are able to support them better when they are at home.
42.	Tajic, Denis, et al. (författare) Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools 2023 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 27:3, s. 288-302 Tidskriftsartikel (refereegranskat)abstract The aim of this article is to advance knowledge on how Swedish primary schools organise education and what strategies they deploy to ensure inclusion and attainment of newly arrived migrant students. The article is based on semi-structured interviews with 30 teachers and school administrators, and one-year of fieldwork undertaken in two multicultural urban primary schools in the Stockholm region. One of the schools initially places students in separate classes, while the other one places them directly into mainstream classes. Both are evoking inclusion and attainment as a reason for using their respective models. As such, do both ‘get it right’? Using inclusion as the theoretical and conceptual framework this article addresses the broader question: How is the meaning of inclusion constructed in the processes of its practical implementation in these two schools? The results show the ambitious tale of inclusion in both schools was, in the process of the construction of its meaning and implementation, reduced to some of its aspects. Teachers and school administrators are allowed to include or leave out of their model whatever they deem necessary, obsolete, expensive or unrealistic and still fitting under the umbrella of inclusion. Sometimes it works, sometimes it does not, and both schools ‘get it right’ and ‘wrong’ in some aspects.
43.	Taneja Johansson, Shruti, 1978 (författare) Facilitators and barriers along pathways to higher education in Sweden: a disability lens 2024 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 28:3, s. 311-325 Tidskriftsartikel (refereegranskat)abstract The salience of education for better life outcomes is well accepted, but people with disabilities continue to be underrepresented in higher education. Building on Weedon’s approach to the intersection of impairment with socioeconomic factors, this paper identifies the facilitators and barriers encountered and/or experienced by young people with disabilities along their diverse pathways to and through higher education in Sweden. The data comes from longitudinal ethnographic case studies of persons with ADHD. While the findings show similarities in impairment-specific barriers, such as transition and inadequate support available at university, they make even more visible the existing heterogeneity among people with ADHD and the inadequacy of support structures at higher education institutions. Parents, economic security and individual factors, such as ease of learning and belief in one’s own capacity, were found to be strong facilitators. ADHD and socioeconomic disadvantage together magnified vulnerabilities and hurdles faced while aspiring to and accessing higher education. The article concludes by highlighting the urgent need for universities to change entrenched structures that perceive students with disabilities as a homogeneous group and disability as an individual problem, in order to enable participation of all.
44.	Taneja Johansson, Shruti, 1978, et al. (författare) Pathways to inclusive and equitable quality education for people with disabilities: cross-context conversations and mutual learning 2021 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. Tidskriftsartikel (refereegranskat)abstract International commitments continue to focus on the value and promise of providing quality education for all, including for children with disabilities, however there continues to remain little clarity on how best to achieve these goals in practice. Evidence clearly shows that converting ideology to reality remains a global challenge, irrespective of how well financed education systems are, or indeed the length of their engagement with issues of inclusive education. In this paper, we critically examine how education systems globally need to do more in order to incorporate the principles of inclusive education. We also call for a need for greater humility among scholars working on inclusive education across the North and South divide to enable better sharing of practices and to encourage learning, while being responsive to contextual realities. The paper concludes by arguing that many of principles outlined in early debates on the development of inclusive schools hold significant resonance in the post-Covid vision of schools. As we re-imagine schooling, we need to position schools as vital spaces for nurturing children’s formal learning, physical and socio-emotional well-being, and all these aspects need to be made explicit in the provision of quality education for all children.
45.	Taneja Johansson, Shruti, 1978 (författare) Turning points in the educational pathways of young people with attention-deficit/hyperactivity disorder in Sweden 2021 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. Tidskriftsartikel (refereegranskat)abstract There is considerable research evidence demonstrating the risk of adverse educational and other life outcomes for people with attention-deficit/hyperactivity disorder (ADHD), but little insight into the actual life encounters and experiences that shape their educational pathways. The paper examines critical turning points in the educational pathways of young people with an ADHD disability in Sweden and the factors influencing these turning points. It draws on the life-course perspective, using its concepts of turning point and trajectory. The included interview, observational and documentary data come from longitudinal ethnographic case studies of young women and men (between 18 and 31 years) with a diagnosis of ADHD. Four case examples are presented that typify the findings. They reveal the complex ways in which family and peer relationships, institutional environments, individual agency, and timing of life events have shaped the negative and positive turning points in the participants’ educational trajectories. The present findings question the continuing dominant deficit and impairment focus in current research, which assumes homogeneity of experiences, opportunities and outcomes for young people with ADHD, while failing to acknowledge the very individualised nature of these pathways.
46.	Tegtmejer, Thyge, et al. (författare) “The ADHD Diagnosis has been Thrown Out”: Exploring the Dilemmas of Diagnosing Children in a School for All. 2021 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 25:6, s. 671-685 Tidskriftsartikel (refereegranskat)abstract This study of institutional categorisation analyses how municipalities, psychiatric clinics and schools conceive of and act on school difficulties in the Danish school system. The research analyses the responses of municipalities and schools following changes in institutional practices for the allocation of special educational support. The main data consist of documents and of interviews with professionals involved in processing students’ cases and making decisions regarding provision of special educational support. The main results show that ways of understanding and handling school difficulties at the different levels of decision-making change when incentives to use psychiatric diagnoses (ADHD and other) are reduced. When school problems occur in the system launched during recent years, institutional actors increasingly look to the school context to locate the core of the problem and to search for its solutions in organisational structures and pedagogical practices. The consequences of these shifts in institutional practices and accountabilities are discussed.
47.	Weiner, Gaby, et al. (författare) New directions in research : Education, teacher education and social justice 2001 Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1464-5173 .- 1360-3116. ; 5:2/3, s. 93-95 Tidskriftsartikel (refereegranskat)
48.	Winberg, Kerstin, et al. (författare) Inclusive spaces in post-secondary education : exploring the experience of educational supports for people with a neuropsychiatric disability 2019 Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; :12, s. 1263-1276 Tidskriftsartikel (refereegranskat)abstract The purpose of this study was to investigate the experiences of studying among people with a neuropsychiatric disability who received support from a Supported Education (SEd) programme, and people who did not receive this support. The research employed a narrative approach, where 14 participants with a neuropsychiatric diagnosis were asked to write a short reflective narrative about their experience of studying, with/without support from a SEd intervention. The results show that the persons without support from the model relied on their family as their primary support, and that support from formal support providers was not available prior to receiving a formal diagnosis. Those who received services from SEd were generally satisfied with the support they received, and did not emphasise the family as support givers in the same way. The study points to the importance of developing neurodiverse spaces, which can serve as transitional environments and that can help supported education models adapt to the needs of this group.
49.	Berge, Britt-Marie (författare) Action research for gender equity in a late modern society 2001 Ingår i: International Journal of Inclusive Education. - 1464-5173. ; 5:2-3, s. 281-292 Tidskriftsartikel (refereegranskat)
50.	Brodin, Jane, 1942-, et al. (författare) Perspectives on a school for all 2007 Ingår i: International Journal of Inclusive Education. - 1360-3116. ; 11:2, s. 133-145 Tidskriftsartikel (refereegranskat)

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