| 1. |
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
- Buli-Holmberg, J., et al.
(författare)
-
From the idea of inclusion into practice in the Nordic countries: a qualitative literature review
- 2023
-
Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 38:1, s. 79-94
-
Forskningsöversikt (refereegranskat)abstract
- The qualitative literature review includes 34 articles published in English-language, peer-reviewed journals to obtain a Nordic perspective on the status of the research on how the idea of inclusion implemented into practice is reflected in the literature from 2009 through 2019. Qualitative content analysis was conducted. In the analysis, we identified the characteristics of the studies, how inclusion and inclusive education were defined, and which themes concerning the idea of inclusion into practice that emerged from the review. Articles from five Nordic countries were found, Sweden with most of the publications. Almost twice as many of the sampled articles used qualitative methods as quantitative. Inclusion and inclusive education were seldom defined explicit, and the different way of understanding inclusion that emerges was human rights and democratic principles, placement of SEN-students, participation and belongingness, and high-quality learning for all students. Three themes was highlighted in the transformation of the idea into practice: Placement and the organisation of schooling, Teachers' beliefs and attitudes, and Students' and parents' experiences. This literature review shows that few research studies have focused specific on how to transform the idea of inclusion into practice.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
|
|
| 11. |
|
|
| 12. |
|
|
| 13. |
|
|
| 14. |
- Gustafson, Katarina, et al.
(författare)
-
Friskolan som en frizon för elever i behov av särskilt stöd? Inkludering, olikhet och specialpedagogik för alla
- 2015
-
Ingår i: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345. ; 20:3-4, s. 273-292-
-
Tidskriftsartikel (refereegranskat)abstract
- Artikeln handlar om en relativt nystartad fristående skolas inkluderande pedagogiska strategier och lokala skolkultur. Syftet är att undersöka en lokal undervisningspraktik i en fristående skola som uttalat bedriver en inkluderande undervisning. Med ett sociokulturellt perspektiv och utvecklingen av ”community of practices” genomförs fokusgruppsintervjuer och en narrativ analys av skollednings, lärares och elevers berättelser. Berättelserna om skolan visar upp en lokal skolkultur som kännetecknas av att vara en ny och liten skola där alla känner alla. De nära relationerna ses av skolledare och lärare som förutsättningen för implementering av pedagogiska strategier kännetecknade av ett synsätt där specialpedagogik ses som pedagogik för alla. Elevernas berättelser om bra undervisning och kompetenta lärare kan ses som ett kvitto på detta och väsentligt för skolans varumärke. Pedagogiskt nytänkande och inkluderande pedagogik är här en tillgång på den lokala skolmarknaden. Paradoxalt nog är den småskalighet, som ses som en förutsättning för en lyckosam skola, hotad genom marknadslogikens krav på utvidgad verksamhet.
|
|
| 15. |
|
|
| 16. |
|
|
| 17. |
- Hjörne, Eva, 1956
(författare)
-
ADHD in the classroom - a pedagogy and its paradoxes
- 2017
-
Ingår i: Marginalization processes across different settings. Going beyond the mainstream. Sangeeta Bagga-Gupta (Ed.). - Newcastle-upon-Tyne : Cambridge scholars publishing. - 9781527503298
-
Bokkapitel (refereegranskat)
|
|
| 18. |
|
|
| 19. |
|
|
| 20. |
|
|
| 21. |
|
|
| 22. |
|
|
| 23. |
|
|
| 24. |
|
|
| 25. |
|
|
| 26. |
|
|
| 27. |
- Hjörne, Eva, 1956, et al.
(författare)
-
Categorizing learners beyond the classroom
- 2007
-
Ingår i: In N. Hornberger (Ed.), Encyclopedia of Language and Education, Vol 3: Discourse and Education. - New York : Springer. ; , s. 135-146
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 28. |
- Hjörne, Eva, 1956, et al.
(författare)
-
Categorizing learners beyond the classroom
- 2017
-
Ingår i: S. Wortham, D. Kim & S. May (Eds.). Discourse and Education. Encyclopedia of Language and Education, 3rd Ed.. - New York, NY : Springer International Publishing. - 9783319022420 - 9783319022437 ; , s. 123-134
-
Bokkapitel (refereegranskat)
|
|
| 29. |
|
|
| 30. |
|
|
| 31. |
- Hjörne, Eva, 1956, et al.
(författare)
-
Defining student diversity: categorizing and processes of marginalization in the Swedish school.
- 2007
-
Ingår i: 102nd ASA annual meeting, New York. August 11-14, 2007..
-
Konferensbidrag (refereegranskat)abstract
- An interesting issue in the history of schooling is how diversity between students has been, and still is, represented. What are the categories that are used in the educational system to account for learning difficulties and low school achievement? And what are the consequences – for schools, for the children, and even for society – of the adoption of various kinds of explanatory categories. This presentation reports an analysis of how diversity is understood, defined and attended to in the Swedish school at present. To elucidate this complex problem, we will report a case-study of categorizing practices and their consequences that concern the uses of so-called neuropsychiatric diagnoses, notably AD/HD. We will argue that such categories play a very important role in a) mediating between the interests of collectives and individuals in schools (and in society in general), and b) in the formation of identities of children in and out of school. In the present study, an analysis of the interaction between the parents of a boy (5.5 years old) and various representatives of the institution (school psychologist, principal, teacher, preschool teacher) is reported. We have followed so-called pupil welfare conferences, where the problems of this boy have been discussed between the professionals and with the parents (mostly the mother) during two school years. The meetings have been audio-recorded and transcribed. It is shown that the parents and the professionals in school have different explanations of the boy’s difficulties in school. The parents, while not denying that their son causes problems at school, argue that the boy will mature and that the problems will disappear. Among the arguments they make, they claim that they both had problems of the kind ascribed to their son when they were young, and these problems disappeared with age. The parents thus refuse to have their son subjected to a psychological examination. The representatives of the school, however, try to convince the parents that a neuropsychiatric examination of the boy will be beneficial for everyone. The rhetoric of the institutional representatives during this long period include arguments that it will be easier for the school to handle the problems if they know that the boy ‘has’ AD/HD, and they also claim that it will be easier for the parents to relate to their own son when they know what his problems are. In this manner one tries to create an alliance with the parents that a psychological examination ending up in a diagnosis is beneficial to everyone: the teachers, the school, the parents and the boy. The results also show that the IEP for the boy hardly changed at all during the two years of negotiation about the problem. It is also noted that the boy himself has no say in the process when his school problems are discussed. When finally produced, the diagnosis resulted in a placement in a special class, which per se normalises the relationship between the parents and the school. There are no more complaints from the school. Thus, the two year long process of negotiation can be understood as a social and rhetorical drama, where the category AD/HD is the resolution to a complex institutional problem in the modern welfare state.
|
|
| 32. |
|
|
| 33. |
|
|
| 34. |
- Hjörne, Eva, 1956
(författare)
-
Developing learning potentials in an AD/HD-classroom.
- 2007
-
Ingår i: 12th Earli konferens. 28/8-1/9 2007..
-
Konferensbidrag (refereegranskat)abstract
- The focus in this presentation concerns what happens when children are placed in a special teaching group, that is, in an AD/HD-group. What kind of education is offered to the children? The research is ethnographic and based on participant observation, fieldnotes, document analysis and tape-recorded interviews within an ADHD-class. The issues explored in the study concern what pedagogical strategies, ways of communicating and organizing the school day, methods for examining learning and so on, are established in this context and how are the identities of the children shaped through the practices? The analyses indicate that the pedagogical arrangements considered suitable for the children classified in these manners consist of extremely well structured lessons where the form rather than the content become the main issue. The expressed goal is to normalise the child to be able to participate in a regular class at a later point. One of the key ambitions of the practices observed is that the pupils should be made aware of their identity as being deviant and of their belonging to the category ‘AD/HD-pupil’. The pupils should also learn to monitor their own behaviours and to filter what they do through their knowledge of what it implies to be an AD/HD-pupil, i.e. they are trained in mastering their handicap. In some sense, they are learning how to be disabled in a normal setting.
|
|
| 35. |
|
|
| 36. |
- Hjörne, Eva, 1956-, et al.
(författare)
-
Disability identities and category work in institutional practices : the case of ‘a typical ADHD girl’
- 2016
-
Ingår i: The Routledge Handbook of Language and Identity<em> </em>. - Milton Park, Abingdon, Oxon : Routledge. - 9781138774728 - 9781317365235 ; , s. 386-411
-
Bokkapitel (refereegranskat)abstract
- In this chapter, we draw on an ethnomethodological framework to examine how shifting forms of ‘disability identities’ (see Renshaw,Choo and emerald, 2013) are accomplished for Annika, a preadolescent girl diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), during her first year in a special educational setting in Sweden. We make this argument by employing membership categorisation analysis (MCA) to investigate how different forms of identity categories are invoked and how the features and category attributes of those identities are negotiated and accumulated over time in everyday interactions (Antaki and Widdicombe 1998; Benwell and Stokoe this volume). We will analyse everyday interactions describing how Annika becomes identified as a ‘typical ADHD girl’ by teachers, parents and other pupils.[i] Annika is a pseudonym.
|
|
| 37. |
|
|
| 38. |
|
|
| 39. |
- Hjörne, Eva, 1956, et al.
(författare)
-
Educational Leadership, Diversity, and Inclusion in the Swedish School
- 2020
-
Ingår i: Oxford Research Encyclopedia of Education, Ed. Rosemary Papa. - New York : Oxford University Press.
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In the early 21st century, school leaders play an important role—mediating between political ambitions and policies on the one hand and local conditions in schools and classrooms on the other. Mediating between general policies and local needs and constraints becomes increasingly challenging in diverse and complex societies. One interesting element of this dilemma is how to handle the balance between inclusion and segregation of children who have difficulties following mainstream teaching. In such cases, educational policies have to be interpreted in the context of the needs and prospects of specific individuals; that is, school leaders have to close the gap between the general (policy) and the specific (students and their capacities). When engaging in such decisions, school leaders as mediators rely on categories that characterize students and their abilities. In recent decades, neuropsychiatric categories, especially attention deficit/hyperactivity disorder (ADHD) and attention deficit disorder (ADD), have played an increasingly prominent role when such decisions are made, and this is an international phenomenon. An interesting set of problems that has not been the focus of much research is how school leaders perceive such dilemmas of deciding on the educational futures of children. In addition, we know little about what happens when children, after being diagnosed with ADHD, are placed in special educational groups. Important issues at this level concern what the teaching and learning situation they encounter is like, and what the likelihood is that participation in such special educational groups will improve their opportunities for the future. In other words, what are the gains and losses of such placements for students, and does the placement in a special educational group contribute to a successful educational career? Swedish school leaders emphasize the dilemmas they perceive in such high-stakes situations when the diagnosis ADHD is invoked as the main explanation for learning difficulties, since the most frequent outcome is segregation and placement in a special teaching group. In addition, research shows that the instructional strategies dominating these segregated settings are highly individualized forms of teaching, where often one teacher is instructing one student. Despite this arrangement, it is found that the students do not actively contribute to the instructional activities and dialogues; rather, it is the teacher who dominates the instruction. The question raised is whether exposure to such special educational practices will prepare children for a return to their regular classroom. If this is not the case, the dilemma is that the educational solution offered risks being counterproductive in the sense that the student will be even further away from reintegration into mainstream classrooms.
|
|
| 40. |
|
|
| 41. |
- Hjörne, Eva, 1956
(författare)
-
Elevhälsa och det multiprofessionella teamet
- 2005
-
Ingår i: Paper presenterat vid konferensen Samhörighet, Samverkan, Särskil(j)d, 7-8 Februari, Göteborg.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
|
|
| 42. |
|
|
| 43. |
- Hjörne, Eva, 1956, et al.
(författare)
-
Elevhälsoarbetet i utveckling
- 2021
-
Ingår i: Elevhälsa och hälsofrämjande skolutveckling i teori och praktik / i E. Hjörne & R. Säljö (Red).. - Malmö : Gleerups. ; , s. 39-55
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 44. |
|
|
| 45. |
|
|
| 46. |
|
|
| 47. |
|
|
| 48. |
|
|
| 49. |
- Hjörne, Eva, 1956, et al.
(författare)
-
Exploring practices and the construction of identities in school - an introduction
- 2012
-
Ingår i: Hjörne, E., van der Aalsvoort, G., de Abreu, G. (Eds). Learning, interaction and diversity - exploring identities in school practices. - Rotterdam : Sense. - 9789460918025 ; , s. 1-7
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 50. |
|
|
