| 1. |
- Ibragimova, Nina, et al.
(författare)
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The utility of ICF for describing interaction in non-speaking children with disabilities : caregiver ratings and perceptions
- 2007
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Ingår i: Disability and Rehabilitation. - : Informa Healthcare. - 0963-8288 .- 1464-5165. ; 29:22, s. 1689-1700
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: The purpose of the study is to explore the utility of the International Classification of Functioning, Disability and Health (ICF) when assessing caregivers' perceptions of interaction and factors related to interaction in non-speaking children with disability.METHOD: A questionnaire with focus on interaction and related factors was constructed by linking questions in existing instruments to ICF and was completed by 208 professionals and parents of 195 non-speaking children with disabilities in Russia. Caregivers' descriptions of interaction in open-ended questions were qualitatively analysed and compared to selected caregivers' ratings of children's functioning and environment in the questionnaire based on ICF.RESULTS: In the open-ended questions about interaction the caregivers described modes of communication children used, situations in which interactions took place, positive and negative aspects of interactions. Thirty eight respondents described interaction with children negatively, 66 neutrally, and 76 positively. Statistical analyses revealed significant differences among the three groups of respondents concerning their ratings of children's functioning and environment in the ICF-based questionnaire.CONCLUSIONS: The ICF-related items in the questionnaire corresponded to caregivers' perceptions of interaction, which shows their relevance for the description of interactions. ICF is feasible in describing of interaction and interaction-related factors in non-speaking children with disabilities in Russia.
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| 2. |
- Pless, Mia, et al.
(författare)
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Evaluation of in-service training in using the ICF and ICF version for children and youth
- 2009
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Ingår i: Journal of Rehabilitation Medicine. - : Medical Journals Sweden AB. - 1650-1977 .- 1651-2081. ; 41:6, s. 451-458
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To study the effects of in-service training on staff's self-reported knowledge, understanding use of the International Classification of Functioning, Disability and Health (ICF) and ICF Children and Youth version (ICF-CY). DESIGN: Quasi-experimental with a questionnaire prior to training and another one year after training. METHODS: Intervention was in-service training in using the ICF and ICF-CY. Subjects were 113 professionals working in habilitation services. Two subgroups were compared: (i) subjects who reported one year after the training that they had used the ICF and ICF-CY in daily practice; and (ii) subjects who had not used these frameworks. RESULTS: The gender, age, and years of work experience of the members in the subgroups were similar. The professionals who used what they learnt from the training, and who already had knowledge about and a positive attitude to the ICF/ICF-CY prior to the training, were found to benefit most from the training. They also increased their ability to apply it to statements about everyday work. These professionals should focus on increasing their understanding and use of the ICF/ICF-CY in their everyday work and in assessment, while those who have limited prior knowledge of the ICF/ICF-CY should focus on gaining knowledge and understanding the purpose, terms and components of the framework. CONCLUSION: It is recommended that in-service training in using the ICF and ICF-CY is tailored to different groups of professionals depending on their degree of knowledge of the ICF/ICF-CY.
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| 3. |
- Adolfsson, Margareta, 1950-, et al.
(författare)
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Participation as the Focus of Intervention: Cultural Diversity and Universal Characteristics
- 2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Participation as a construct can be applied on all ecological levels from participation for individual children in their everyday life to participation for all as a societal goal. It is defined in the ICF-CY as involvement in a life situation. Participation is occurring at the nodal point between children and their environments. Contexts vary with socio-economical standards, culture and geographical characteristics and thus also the expressions of participation. This presentation will discuss cultural diversity in children’s participation in relation to the universal characteristics of participation defined as “being there” and participation defined as “degree of engagement while being there”. The utility of the ICF-CY as a tool to analyze universal characteristics and cultural diversity in conditions for, and actual experiences of, participation are examined in findings from five studies: 1) Maxwell et al. have analyzed national, regional and local educational policy documents in Scotland and Sweden regarding children in need of special support in relation to conditions for participation and participation; 2) Ståhl et al. have linked and compared ICF-CY codes to information regarding children’s health in Child Health Care and School Health Care and analyzed whether biomedical or participation information is the focus of the information; 3) Adolfsson et al. have collected and compared data from respondents in Sweden, the USA, and Portugal concerning what professionals consider to be important everyday situations for child participation; 4) Klang et al. has studied domains of participation and environment related to child and caregiver interaction in a Russian context to identify factors related to participation; and 5) Ullenhag et al. have studied participation in leisure activities and leisure activity preferences of Swedish children and compared with data from the Netherlands and Canada using the same questionnaire.
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| 4. |
- Andersson, Anna-Lena, et al.
(författare)
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Inkludering och delaktighet i skolans arbete : perspektiv och betydelse
- 2023
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med denna artikel, i den sista delen av modulen, är att presentera perspektiv på delaktighet, integrering och inkludering avseende begreppens innebörd och konsekvenser. Fokus ligger på hur delaktighet och inkludering kan hanteras i det praktiska pedagogiska arbetet och på betydelsen av att skapa skolorganisatoriska förutsättningar för lärare, elevassistenter och personal som medverkar i undervisning och deras arbete med att stödja samtliga elevers kunskapsutveckling.
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| 5. |
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| 6. |
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| 7. |
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| 8. |
- Andersson, Nina, et al.
(författare)
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Differences in clinical reasoning among nurses working in highly specialised paediatric care
- 2012
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Ingår i: Journal of Clinical Nursing. - : Wiley. - 0962-1067 .- 1365-2702. ; 21:5-6, s. 870-879
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Tidskriftsartikel (refereegranskat)abstract
- Aims and objectives. The aim of the study was to examine differences in clinical reasoning among novice, experienced and specialist paediatric nurses. Background. Highly specialised paediatric care requires specific knowledge and ongoing skill performance of the nurses employed. There is a lack of research in how paediatric nurses manage the daily care problems they encounter and how they acquire the skills required to give patients the best possible care. More knowledge is needed about how paediatric nurses with different experience and education reason and communicate about paediatric patient situations. Design. The study was based on six recorded group discussions of a fictitious, but realistic paediatric case. Three categories of nurses: novices (n = 7), experienced (n = 7) and specialists (n = 7) from a paediatric hospital participated. A qualitative content analysis approach was chosen to examine differences in clinical reasoning. Results. Several themes were uncovered: child's social situation, child abuse and the child's illness, qualitative differences emerged in how the nurses discussed the case. Three approaches were identified: a task-oriented approach (novices and experienced), an action-oriented approach (novices and experienced) and hypothesis-oriented approach (specialists) while discussing the case. Conclusion. When comparing nurses in three competence groups, it was established that the groups with extensive experience and specialist education reasoned differently than the other groups. Between the novice and experienced groups, no obvious differences were found. Thus, the importance of experience alone for the development of competence is still an open question. Experience combined with further education appears important for developing professional competence in paediatric care. Relevance to clinical practice. Nurses' reasoning in clinical paediatric care is related to experience and training.
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| 9. |
- Baric, Vedrana B., et al.
(författare)
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Partnering for change (P4C) in Sweden : a study protocol of a collaborative school-based service delivery model to create inclusive learning environments
- 2023
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Ingår i: BMC Public Health. - : Springer Nature. - 1471-2458. ; 23:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Inclusive learning environments are considered as crucial for children's engagement with learning and participation in school. Partnering for change (P4C) is a collaborative school-based service delivery model where services are provided at three levels of intensity based on children's needs (class, group-, individual interventions). Interventions in P4C are provided universally to support all children with learning, not only children with special education needs (SEN), and as such are expected to be health-promoting.Aim: The aim of the study is to evaluate the effectiveness and cost-effectiveness of P4C as well as school staff members' and children's experiences after P4C.Methods: In a parallel, non-randomised controlled intervention design, 400 children, aged 6-12 years, and their teachers, will be recruited to either intervention classes, working according to the P4C, or to control classes (allocation ratio 1:1). Data will be collected at baseline, post-intervention (4 months), and 11 months follow-up post baseline. The primary outcome is children's engagement with learning in school. Secondary outcomes include for example children's health-related quality of life and wellbeing, occupational performance in school, attendance, and special educational needs. The difference-in-differences method using regression modelling will be applied to evaluate any potential changes following P4C. Focus group interviews focusing on children, and professionals' experiences will be performed after P4C. A health economic evaluation of P4C will be performed, both in the short term (post intervention) and the long term (11-month follow-up). This study will provide knowledge about the effectiveness of P4C on children's engagement with learning, mental health, and wellbeing, when creating inclusive learning environments using a combination of class-, group- and individual-level interventions.
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| 10. |
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| 11. |
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| 12. |
- Björck-Åkesson, Eva, 1952-, et al.
(författare)
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The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention - feasibility and usefulness as a common language and frame of reference for practice
- 2010
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Ingår i: Disability and Rehabilitation. - London : Taylor & Francis. - 0963-8288 .- 1464-5165. ; 32:S1, s. S125-S138
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Tidskriftsartikel (refereegranskat)abstract
- Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.
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| 13. |
- Bostrom, S., et al.
(författare)
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Evaluation of the Collaborative and Proactive Solutions Model in an Alternative Educational Setting
- 2024
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Ingår i: Education Sciences. - : Multidisciplinary Digital Publishing Institute (MDPI). - 2227-7102. ; 14:3
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to evaluate the Collaborative and Proactive Solutions (CPS) intervention in an alternative educational setting for students with behavioural problems. The effect of the CPS intervention on students’ off-task behaviour was studied using a single-subject experimental design that included two students with behavioural problems via systematic direct observations and direct behaviour ratings. The usability of the CPS intervention was investigated through questionnaires and interviews with the participating students and teacher assistant. The results revealed no significant effects of the CPS intervention on students’ off-task behaviour. The students and teacher assistant viewed the CPS intervention as acceptable but the teacher assistant’s ratings of the feasibility of the intervention were lower, together with the ratings of the extent to which the intervention matched the socio-political climate of the educational setting.
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| 14. |
- Dada, Shakila, et al.
(författare)
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A review of interventions for children and youth with severe disabilities in inclusive education
- 2023
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Ingår i: Cogent Education. - : Taylor & Francis. - 2331-186X. ; 10:2
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Forskningsöversikt (refereegranskat)abstract
- Children with severe disabilities are often excluded from educational opportunities due to inter alia attitudinal barriers and a lack of teacher training. This scoping review paper assessed intervention studies focused on inclusive education for children with severe disabilities. It was found that a total of 13 studies met the review's inclusion criteria. The results revealed a paucity of literature and highlighted five main areas of focus in the available intervention studies. The majority of intervention studies were found to be focused on increasing engagement, reducing behaviours and improving social inclusion as outcomes. There was limited focus on studies focusing on the improvement of academic outcomes.
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| 15. |
- Egerhag, Helén
(författare)
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Att främja läsutveckling i svenska som andraspråk : undervisning och tidiga insatser
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- According to The Simple View of Reading, both decoding and linguistic comprehension processes are needed for reading comprehension for L1 as well as L2 students. Previous research has shown that early support is important for students who struggle with reading. The thesis aims to investigate the role of decoding and comprehension for students learning to read in Swedish as L2 and how teaching and early special support can promote reading development. The first study in the thesis has a cross-sectional design and examines scores on decoding, vocabulary, and reading comprehension. The results showed that L2 students in grades 1-3 in Sweden had significantly weaker scores on all three tests than L1 students and that both decoding and vocabulary are related to reading comprehension. The results also showed that a significantly higher proprtion of L2 students were in need of extra support in reading. The second study is a systematic scoping review that identifies findings from reading intervention studies of L2 students. The results showed that additional small group or within-class programs can support L2 students when teaching is matched to their individual needs. The study also supported the view that instruction in skills in one language can transfer to skills in another. The third study has a between-groups design and investigates the impact of a Response to Intervention (RTI) model with a focus on decoding. The results showed that the RTI model had the potential to promote both L1 and L2 student's reading ability but to a lesser extent among L2 students. The forth study has a single subject design and examines the impact of a systematic word decoding intervention in Swedish for students learning Swedish as L2. All students improved their word decoding ability. In conclusion, it can be seen that differentiated balanced reading instruction and early support in an inclusive setting can promote reading ability in students learning Swedish as a second language. A second language perspective in early reading education is discussed.
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| 16. |
- Frick, Matilda, 1979-, et al.
(författare)
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Elever med adhd och autism : psykologiska och pedagogiska perspektiv
- 2023
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Bok (populärvet., debatt m.m.)abstract
- Boken presenterar konkreta strategier som kan användas i klassrummet för att främja lärande och delaktighet hos elever med adhd och autism.I den första delen, Psykologiska perspektiv, beskrivs diagnoskriterier, utredningsprocessen, hur adhd och autism uttrycks i vardagen samt en rad sociala och kognitiva förklaringsmodeller som är relaterade till tillstånden.Den andra delen, Pedagogiska perspektiv, knyter de psykologiska teorierna till olika vardagssituationer i skolan och redogör för olika strategier för stöd, såsom ledarskap i klassrummet, struktur i tid och rum, stöd för motivation, lärande och kamratrelationer. Boken riktar sig till specialpedagoger, speciallärare, lärare och skolpsykologer verksamma i skolan.
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| 17. |
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| 18. |
- Göransson, Kerstin, 1955-, et al.
(författare)
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Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
- 2019
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Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 23:9, s. 559-574
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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.
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| 19. |
- Göransson, Kerstin, 1955-, et al.
(författare)
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Segregated education as a challenge to inclusive processes : a total population study of Swedish teachers' views on education for pupils with intellectual disability
- 2022
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Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 26:14, s. 1367-1382
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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.
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| 20. |
- Göransson, Kerstin, et al.
(författare)
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Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning : En enkätstudie
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Forskningsprojektet ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning” är finansierat av Vetenskapsrådet. I den här rapporten redovisas resultat från delprojekt 1. Syftet med rapporten är att ge en övergripande och representativ bild av specialpedagogers och speciallärares yrkesroll. Det empiriska materialet utgörs av data från en enkätundersökning som omfattar alla som tagit specialpedagog- eller speciallärarexamen från och med 2001 års examensordning (4252 personer, svarsfrekvens 75%). I rapporten redovisas vilka kunskaper och värderingar yrkesgrupperna bedömer att deras utbildning har resulterat i, vilka arbetsuppgifter de menar kännetecknar deras praktiserande av yrkesrollen, och även vilka förutsättningar yrkesgrupperna har att hävda en specifik expertis vad gäller att identifiera och arbeta med skolproblem. Rapporten riktar sig i främsta hand till praktiskt verksamma inom skolverksamheten på olika nivåer, lärarutbildare och blivande specialpedagoger och speciallärare.
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| 21. |
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| 22. |
- Hansson, Susanne, et al.
(författare)
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Construction of learning environments : A multiple case study in special education settings
- 2024
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Ingår i: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802. ; 24:2, s. 242-253
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Tidskriftsartikel (refereegranskat)abstract
- Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning environments are constructed in segregated settings where pupils with ID are educated in Sweden. The study was conducted as a multiple case study, using observations and interviews with teachers and pupils in four special classes for pupils with ID (SCIDs). Drawing on curriculum theory, the four learning environments, in the results named as Alpha, Beta, Gamma and Delta class, respectively, appeared to be characterized by different ideas of schooling, labelled as knowledge-mediating, socializing, functional life skills and caring as well as teacher-centred classrooms. The study contributes to a deepened understanding of the complexity of education for pupils with ID in segregated settings.
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| 23. |
- Hellblom-Thibblin, Tina, et al.
(författare)
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Biopsychosocial model and the ICF-CY in in-service training : general educators' reflections
- 2012
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Ingår i: International Journal of Developmental Disabilities. - 2047-3869. ; 58:1, s. 12-19
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Tidskriftsartikel (refereegranskat)abstract
- Provision of support to enhance participation of children with disabilities in inclusive classrooms is a challenge for general educators, special educators, and other professionals involved in work with children with disabilities. In this study, the biopsychosocial model in the ICF-CY has been used to construct in-service training for general educators about children with disabilities. The effects on in-service training have been evaluated through analysis of general educators' reflections about their competence to meet special needs of children with disabilities at the end of the course. The results show that general educators consider ICF-CY model to be a useful tool in searching for explanations to problems that can arise in classroom but also expressed need for interprofessional collaboration. At the end of the course, the educators reflected on both pedagogical competence to meet children's needs and knowledge about children with disabilities. The results raise the importance of knowledge about how different disabilities can be formulated and understood in a problem-solving process.
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| 24. |
- Johansson, Anna
(författare)
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Den specialpedagogiska personalens arbete med stödinsatser för nyanlända elever – yrkesroll, arbetsuppgifter och utveckling av skolans lärmiljöer
- 2022
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this licentiate thesis is to increase knowledge of the special educators’ professional role and work in relation to special educational support for recently arrived immigrant pupils. The need for the study is motivated by the immigrant pupils’ low achievement of goals and schools responsibility to adapt education to each pupil’s needs in a school for all. The first study examines special educators’ role and work in relation to special educational support for recently arrived immigrant pupils and the professional group's view of the reasons for special educational support for these pupils. The results are based on responses in a questionnaire directed to 483 special educators. The results show that the special educators state that the reasons why recently arrived immigrant pupils are in need of special educational support are that the knowledge requirements are too difficult for the pupils to achieve or that the pupils have individual shortcomings. The occupational group's tasks consist of administrative work and the development of learning environments. According to the special educators, most often class and subject teachers and mother tongue tutors provide special educational support. The special educators collaborate to the greatest extent with class and subject teachers and with the pupils, while they want more collaboration with mother tongue tutors. The results of the study are interpreted and discussed based on Abbott's theory (1988) reasoning about professional groups’ claims of jurisdiction, Persson's (1998) categorical and relational perspectives and Hughes' (1958) concept of dirty work. In the second study, free text answers (n = 451) from the questionnaire are examined, where the special educators describe how they and their schools have developed learning environments for recently arrived immigrant pupils in need of special educational support. The free text answers are analyzed using a qualitative content analysis (Hsieh & Shannon, 2005). This analysis is then theorized based on Skrtics´ (1991; 2005) concepts of the school system to interpret obstacles and opportunities in the development of the learning environments. The results show that the development have mainly taken place through general adaptations (one size fits all solutions), language-adapted solutions and special solutions. The analysis based on Skrtics’ concepts shows how the machine and professional bureaucracy can act as an obstacle to the development of learning environments for recently arrived immigrant pupils in need of special educational support. The thesis helps to bring together the results from the two studies. A developed contextualization is made, and the results from the two studies are discussed in relation to previous research and theoretical points of departure. Abbott's (1988) reasoning on claims of jurisdiction and Skrtics’ conceptions of the school system (1991; 2005) are combined to get a deeper understanding of the deadlocks that may exist in the bureaucratic system.
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| 25. |
- Johansson, Anna, et al.
(författare)
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Special needs educators' roles and work in relation to recently arrived immigrant pupils in need of special educational support
- 2021
-
Ingår i: Journal of Research in Special Educational Needs. - : WILEY. - 1471-3802. ; 21:4, s. 355-367
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Tidskriftsartikel (refereegranskat)abstract
- Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes' (1958) concept of 'dirty work' and Abbott's theory of profession (1988).
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| 26. |
- Johansson, Anna, et al.
(författare)
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The Professional Role of Special Needs Educators in Sweden Related to Special Support and Development of Learning Environments for Immigrant Students
- 2023. - 1
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Ingår i: Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries. - London : Routledge. - 9781003327554
-
Bokkapitel (refereegranskat)abstract
- This chapter is based on a study aimed at deepening our knowledge about SNEs’ work and the development of learning environments in relation to special educational needs (SEN) and special needs education for immigrant students. The study’s result is based on a survey answered by Swedish special needs educators (SNEs). The importance of this research can, for example, be seen through statistics showing difficulties for immigrant students to qualify for upper secondary school in Sweden. The results from the study indicate that SNEs are somewhat detached from the direct work with these students. Instead, SNEs devote time to administration and supervision. Direct support is provided by tutors in the students’ mother tongue, class and subject teachers. When SNEs describe developments of learning environments for immigrant students at their schools, small groups and individual teaching for language learning appear to exist in parallel with general solutions (i.e., “one size fits all” approach). The chapter questions the extent to which the Nordic model, characterized by an ambition to create democratic learning environments, provides equal opportunities for all learners and creates inclusive schools.
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| 27. |
- Johansson, Anna, et al.
(författare)
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The Professional Role of Special Needs Educators in Sweden Related to Special Support and Development of Learning Environments for Immigrant Students
- 2023
-
Ingår i: Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries. - : Routledge. - 9781032355900 - 9781003807872 - 9781032355894
-
Bokkapitel (refereegranskat)abstract
- This chapter is based on a study aimed at deepening our knowledge about SNEs’ work and the development of learning environments in relation to special educational needs (SEN) and special needs education for immigrant students. The study’s result is based on a survey answered by Swedish special needs educators (SNEs). The importance of this research can, for example, be seen through statistics showing difficulties for immigrant students to qualify for upper secondary school in Sweden. The results from the study indicate that SNEs are somewhat detached from the direct work with these students. Instead, SNEs devote time to administration and supervision. Direct support is provided by tutors in the students’ mother tongue, class and subject teachers. When SNEs describe developments of learning environments for immigrant students at their schools, small groups and individual teaching for language learning appear to exist in parallel with general solutions (i.e., “one size fits all” approach). The chapter questions the extent to which the Nordic model, characterized by an ambition to create democratic learning environments, provides equal opportunities for all learners and creates inclusive schools.
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| 28. |
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| 29. |
- Karlberg, Martin, 1969-, et al.
(författare)
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The Importance of School Pedagogical and Social Climate to Students’ Unauthorized Absenteeism – a Multilevel Study of 101 Swedish Schools
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis Group. - 0031-3831 .- 1470-1170. ; 66:1, s. 88-104
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Tidskriftsartikel (refereegranskat)abstract
- While individual and family factors behind students’ school absenteeism are well-researched, fewer studies have addressed school climate factors. This study investigated the association between school climate in Swedish schools and students’ absenteeism. A multi-informant survey of school climate was conducted in 101 schools and analysed in relation to the history of absenteeism of 2770 students attending those schools in the 7th grade at inception, with follow-up until completion of the compulsory school (9th grade). Data on absenteeism was extracted from schools’ registers. Student (but not teacher) positive ratings of school climate were associated with lower absenteeism between the age of 13 and the age of 16. The associations between student rated school climate and absenteeism appeared stronger among students with highly educated parents.
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| 30. |
- Klang Ibragimova, Nina, 1978-, et al.
(författare)
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Using content analysis to link texts of assessment and intervention to International Classification of Functioning, Disability and Health - version for children and youth (ICF-CY)
- 2011
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Ingår i: Journal of Rehabilitation Medicine. - : Medical Journals Sweden AB. - 1650-1977 .- 1651-2081. ; 43:8, s. 728-733
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To explore how content analysis can be used together with linking rules to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health version for children and youth (ICF-CY).Methods: Individual habilitation plans containing texts on assessment and intervention for children with disabilities and their families were linked to the ICF-CY using content analysis. Texts were first divided into meaning units in order to extract meaningful concepts. Meaningful concepts that were difficult to link to ICF-CY codes were grouped, and coding schemes with critical attributes were developed. Meaningful concepts that could not be linked to the ICF-CY were assigned to the categories "not-definable" and "not-covered", using coding schemes with mutually exclusive categories.Results: The size of the meaning units selected resulted in different numbers and contents of meaningful concepts. Coding schemes with critical attributes of ICF-CY codes facilitated the linking of meaningful concepts to the most appropriate ICF-CY codes. Coding schemes with mutually exclusive categories facilitated the classification of meaningful concepts that could or could not be linked to the ICF-CY.Conclusion: Content analysis techniques can be applied together with linking rules in order to link texts on assessment and intervention to the ICF-CY.
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| 31. |
- Klang, Nina, 1978-, et al.
(författare)
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A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms
- 2020
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Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 11
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Tidskriftsartikel (refereegranskat)abstract
- Concerning challenges with the social inclusion of children with special educational needs (SEN), it is imperative to evaluate teacher interventions that promote social inclusion. This study aimed to investigate the effects of cooperative learning (CL) intervention on social inclusion. In addition, it was investigated to what degree CL implementation affected the outcomes. Fifty-six teachers of 958 fifth-grade children were randomly selected to intervention and control groups upon recruitment to the study. The intervention teachers received training and coaching in CL and implemented this approach three to four times a week for 15 weeks. The results showed a significant but small effect of CL on children’s social acceptance, but no significant effect on children’s friendships and perceptions of classroom relationships. The degree of CL implementation had effect on children’s social acceptance, but the effect was not consistent across social acceptance measures as a friend or a groupmate. Thus, it can be concluded that CL, conducted with the length and intensity of this study, may not lead to substantial changes in the social inclusion of children with SEN. In future studies, more focus needs to be devoted to teacher implementation of the CL approach.
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| 32. |
- Klang, Nina, 1978-
(författare)
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Applicability of the ICF-CY to describe functioning and environment of children with disabilities
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis, with four empirical studies, was to explore the applicability of the International Classification of Functioning, Disability and Health, version for children and youth (ICF-CY) to describe functioning and environment of children with disabilities. The components and categories in the ICF-CY were explored by studying items in ICF-CY based questionnaires in studies I and II and by linking texts of individual habilitation plans to the ICF-CY in studies III and IV. Professionals’ perceptions of the applicability of the ICF-CY and the ICFCY questionnaire were investigated in study II. In study IV changes in focus on ICF-CY components in documentation of individual habilitation plans were explored after in-service training in the ICF-CY. Studies I and II found variations in ratings of questionnaire items based on the performance qualifier in component Activities and participation. The variations may be explained by the context in which ratings were made and by expectations and perceptions of those who made ratings. The results indicated challenges in constructing universal measures of the performance qualifier. The studies also indicated limitations in the use of items based on Environmental factors, when used separately from items in Activities and participation. Studies II and III found that the categories in the components Body functions and Activities and participation were interrelated. Study III indicated challenges in describing family situation and children’s psychosocial environment in the Environmental factors. In study II the professionals described advantages and challenges in the use of the ICFCY and suggested necessary changes to the ICF-CY questionnaire. Study IV found that the professionals in child and youth habilitation described children’s functioning more precisely and in more detail after in-service training. Overall, the results suggest both advantages and challenges of the ICFCY when used to describe functioning and environment of children with disabilities. The results call for a need of a combined use of the categories from all the ICF-CY the components.
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| 33. |
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| 34. |
- Klang, Nina, 1978-, et al.
(författare)
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Barn med flerfunktionsnedsättning - samspel och social inkludering : Rapport från ett samverkansprojekt
- 2019
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Vi presenterar en rapport från ett samarbetsprojekt mellan lärare från en skola i Uppsala och forskare från Uppsala och Stockholms universitet. Idén till projektet uppkom i samband med en AIMday funktionshinder, då lärarna i en grundsärskoleklass med elever med flerfunktionsnedsättning kom med frågan “Hur främjar man inkludering?” Några år innan projektet startade flyttades grundsärskolan till lokaler som är avgränsade från resten av skolan. Skolgårdarna låg inte nära varandra vilket innebar att eleverna från grundsärskolan och grundskolan inte möttes naturligt på rasterna. Organisationen förändrades också så att olika rektorer ansvarade för grundsärskolan och grundskolan. Lärarna på grundsärskolan upplevde att deras elever var isolerade och att de skulle ha glädje av mer kontakt med elever från grundskolan. För att få till stånd en förändring påbörjade de ett samarbete med förskoleklassen där eleverna från förskoleklassen besökte grundsärskoleklassen. Lärarna ville ha stöd från forskare i projektet. Ett samarbete startade och lekaktiviteter för att främja samspelet mellan barn med och utan funktionsnedsättningar prövades. Forskarna deltog som bollplank, följde lekaktiviteterna med hjälp av videoobservationer och intervjuer. Forskarna och lärarna diskuterade och dokumenterade de rutiner lärarna redan påbörjat. Projektet genomfördes med stöd från Vinnova Step-up och Forum för samverkan vid Uppsala universitet.
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| 35. |
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| 36. |
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| 37. |
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| 38. |
- Klang, Nina, et al.
(författare)
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Didaktiska val i undervisningen för elever med intellektuell funktionsnedsättning
- 2023
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Intentionen med den, tredje delen av modulen, är att bidra till en diskussion om olika didaktiska val i den dagliga undervisningen och möjligheter att värdera och pröva dessa i relation till elevers utveckling mot målen. Ur ett didaktiskt perspektiv handlar undervisningens centrala frågor om att ett visst innehåll är i fokus (vad?) och ska förmedlas, kommuniceras eller tillägnas på ett visst sätt (hur?) där interaktion mellan läraren och eleverna är i fokus (Jank och Meyer, 2011). Dessutom är det viktigt att undervisning speglar de värden och kunskaper som finns för vår utbildning (varför?). Många fler frågor kan såklart ställas till undervisning som fenomen, men vi begränsar oss här. Vi börjar med att relatera dessa frågor till differentierad undervisning, för att därefter rikta fokus mot hur innehållet i undervisningen kan representeras samt hur undervisningen kan struktureras för att främja elevers förståelse för innehållet. Vi belyser betydelsen av tydliggörande strukturer i skolan och vikten av att kompensera för elevers olika förutsättningar att minnas och bearbeta information. Avslutningsvis, gör vi en koppling till ett av utbildningens syften att fostra elever till demokratiska medborgare, och diskuterar vad det innebär i skolans vardagliga praktiker.
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| 39. |
- Klang, Nina, 1978-, et al.
(författare)
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Enacting the role of special needs educator : six Swedish case studies
- 2017
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 32:3, s. 391-405
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Tidskriftsartikel (refereegranskat)abstract
- With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From a survey of SNEs in 10 Swedish municipalities, six participants whose work tasks were expected to correspond to the degree ordinances for their university training were chosen. The participants were followed at work, and data were collected through observation of the participants at work, participants’ diaries and interviews with the participants, their teacher colleagues and their school principals. The analysis involved both quantitative and qualitative methods. First, based on the researchers’ observations of the participants at work, categories of SNEs’ tasks were discerned, and the amount of time devoted to those categories of tasks was summarised. Second, case study narratives of the SNEs’ work were constructed to describe how the participants, their teacher colleagues and their school principals view the SNE role and to describe how the work is enacted in various school contexts. The results revealed seven categories of work tasks practised to varying degrees by the six SNEs. The case study narratives exposed large variation in how the SNEs conceptualised their role and how it evolved in relation to local school contexts. The results of the study are discussed with regard to the role of the SNE in relation to policies of inclusion.
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| 40. |
- Klang, Nina, 1978-, et al.
(författare)
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Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings
- 2020
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Ingår i: International journal of disability, development and education. - : Taylor & Francis. - 1034-912X .- 1465-346X. ; 67:2, s. 151-166
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Tidskriftsartikel (refereegranskat)abstract
- The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N?=?254) and special educational settings (N?=?392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers? in the two settings devoted approximately similar amount of time to learner- centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils? performance but lower focus on supporting pupils? social participation. Support of pupils? social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil?s social participation in mainstream settings.
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| 41. |
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| 42. |
- Klang, Nina, 1978-, et al.
(författare)
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Intervention combining cooperative learning and instruction in reading comprehension strategies in heterogeneous classrooms
- 2022
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Ingår i: Nordic Journal of Literacy Research. - : Nordic Open Access Scholarly Publishing (NOASP). - 2464-1596. ; 8:1, s. 44-64
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate the effects of intervention, combining instruction in cooperative learning and reading comprehension strategies on students’ reading comprehension in grade 5. The teachers in the experiment group implemented the intervention while the teachers in the control group received training in reading comprehension strategies and taught as usual. Students in the experiment group and control group participated in tests of reading comprehension before and after the intervention. The results showed that being a part of the experiment group did not lead to greater gains in reading comprehension above the control group. Students of teachers who did not fully implement the intervention attained higher scores on reading comprehension than students in the control group. Students of teachers who fully implemented the intervention, on the other hand, received lower scores. The results are discussed with regard to research on teachers’ integration of intervention into their instructional routines.
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| 43. |
- Klang, Nina, 1978-, et al.
(författare)
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Mathematical Problem-Solving Through Cooperative Learning-The Importance of Peer Acceptance and Friendships
- 2021
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Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 6
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Tidskriftsartikel (refereegranskat)abstract
- Mathematical problem-solving constitutes an important area of mathematics instruction, and there is a need for research on instructional approaches supporting student learning in this area. This study aims to contribute to previous research by studying the effects of an instructional approach of cooperative learning on students' mathematical problem-solving in heterogeneous classrooms in grade five, in which students with special needs are educated alongside with their peers. The intervention combined a cooperative learning approach with instruction in problem-solving strategies including mathematical models of multiplication/division, proportionality, and geometry. The teachers in the experimental group received training in cooperative learning and mathematical problem-solving, and implemented the intervention for 15 weeks. The teachers in the control group received training in mathematical problem-solving and provided instruction as they would usually. Students (269 in the intervention and 312 in the control group) participated in tests of mathematical problem-solving in the areas of multiplication/division, proportionality, and geometry before and after the intervention. The results revealed significant effects of the intervention on student performance in overall problem-solving and problem-solving in geometry. The students who received higher scores on social acceptance and friendships for the pre-test also received higher scores on the selected tests of mathematical problem-solving. Thus, the cooperative learning approach may lead to gains in mathematical problem-solving in heterogeneous classrooms, but social acceptance and friendships may also greatly impact students' results.
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| 44. |
- Klang, Nina, 1978-
(författare)
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Promoting Interaction and Shared Play Between Children with Profound Multiple Disabilities and Children Without Disabilities – a Pilot Study
- 2023
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Ingår i: International Journal of Special Education. - : SPED Ltd. - 0827-3383 .- 1917-7844. ; 38:3, s. 60-69
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Tidskriftsartikel (refereegranskat)abstract
- Previous research shows that opportunities for shared interaction and play are beneficial for both children with and without disabilities. However, children with disabilities often experience limited opportunities to engage in play with peers. This study aimed to get insight into how interaction between children with profound multiple disabilities and children without disabilities can be promoted. Actions to promote shared play were explored through interviews with teachers and children in the course of a collaborative project with teachers at a school for children with an intellectual disability, situated within a mainstream school. According to the interviewed teachers, play could be promoted through adapting play rules, and materials, providing adult support, developing communication potentials, and time for play. The participating children without disabilities conveyed expressions of enjoyment and expressed ideas of how to support children with disabilities and adapt activities so that everybody could be a part of them. The results are discussed in light of previous research on creating opportunities for shared play between children with and without disabilities.
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| 45. |
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| 46. |
- Klang, Nina, 1978-, et al.
(författare)
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The content of goals in individual educational programs for students with complex communication needs
- 2016
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Ingår i: Augmentative and Alternative Communication. - : Taylor & Francis. - 0743-4618 .- 1477-3848. ; 32:1, s. 41-48
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study was to explore the contents of communication-related goals in individualized education programs (IEPs) for students with complex communication needs. Goals in 43 IEPs were linked to the International Classification of Functioning, Disability and Health, Children and Youth version (ICFCY).The results show that the communication-related IEP goals contain information on multiple domains of functioning in the ICF-CY. However, judging by the amount of codes linked to ICF-CY chapters, the IEPs contain a relatively small proportion of goals that focus on interaction with others, or participation in classroom and leisure activities. Special education teachers and speech-language pathologists working with students with complex communication needs may need support to formulate communicationrelated IEP goals with a focus on interaction and participation in school activities.
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| 47. |
- Klefbeck, Kamilla
(författare)
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Att få tillträde till lärprocesser : professionell utveckling för lärare som undervisar elever med intellektuell funktionsnedsättning och autism i grundsärskolan
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to contribute to knowledge about how teachers can develop their practice to enable students with intellectual disability (ID) and autism to participate in education. Pragmatism, situated learning, and variation theory have been guiding the studies. The research program follows an iterative design with an exploratory sequential design. The initial phase synthesized findings from practice-based research in the educational context of children with ID and co-occurring autism. In the next step, an intervention using Lesson Study, inspired by identified gaps in the research, targeting teachers' professional development and students' learning, was explored through quantitative and qualitative analyses of pre-and post-test data. After the initial examination, the intervention was adjusted and implemented in compulsory schooling for pupils with learning disabilities (CSPLD), for pupils with ID and autism. The main research question was: What, in a professional development program, contributes to enhancing teachers' abilities to develop teaching to increase educational participation for pupils with ID and autism?The narrative synthesis discerned six factors of importance to developing teaching practices in the Swedish CSPLD and thereby promoting contextualized inclusion for pupils with ID and autism. Namely, a. the inportance of collaborative work, b. focus on the pupils' participation in learning situations, c. distance to own teaching by video-based reflections, d. structured observations, e. analyses of how the design of lessons affects pupils' learning, f. changed focus from pupils' behavior to teaching and learning, and more generally, continuity regarding professional development over time. In conclusion, to gain further knowledge of teaching and learning in the context of CSPLD and achieve sustainability in the community where teachers share knowledge and curiosity about teaching and learning, Lesson Study is recomended as part of the SEND teacher commitment.
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| 48. |
- Lindqvist, Gunilla, et al.
(författare)
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Special Professions?: A Presentation of a Research Project Concerning Special Educators´ Education and Work in Sweden
- 2016
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Konferensbidrag (refereegranskat)abstract
- Proposal informationThe purpose of this paper presentation is to provide overall findings generated from a research project funded by the Swedish Research Council concerning special educators’ education and work. The role of special educators, and their counterparts, is discussed in relation to implications for the development of inclusive education. The overarching research question concerns how special educators identify and shape their occupational role. More specifically the research questions presented below are:According to special educators, what characterizes the professional knowledge and values they claim that they represent? (Study 1) What tasks do special educators consider to be characteristic of their occupational role, as practiced by them? (Study 1) On what grounds can special educators claim special expertise concerning the identification of, and work with, school difficulties? (Study 1)To what extent are special educators and to what extent are support teachers assigned to work with special support in ten municipalities in Sweden? (Study 2)What work tasks characterize/constitute the occupational role of special educators, and what work tasks characterize/constitute the occupational role of support teachers? (Study 2)What work tasks do special educators and what work tasks do support teachers believe should characterize the two occupational roles? (Study 2)What characterizes the work tasks of six special educators who pursue a typical special educator role according to their survey ratings? (Study 3)What characterizes the contexts in which the six special educators enact their professional roles? (Study 3)Our theoretical point of departure is Skrtic’s (1991, 1995) reasoning concerning special education as a parallel system to regular education, which in turn, counteracts the development of inclusion. We also use Abbott’s (1988) notions of division of labor and jurisdictional control in order to better understand the formation of special educators’ role as well as conditions for special educators to develop inclusive practices. In study two, Skrtic’s (1991, 1995) theoretical accounts of inclusive education, and Abbott’s (1988) notion of jurisdictional control is specifically used to gain further understanding about the formation of special educators’ and support teachers’ role in relation to implications for inclusion. In study 3, a typology of school contexts (Ball et al., 2012) is used to describe the complex local contexts in which special educators enact their professional roles.From an international viewpoint, this research project is of value for several reasons. Firstly, it involves large-scale data collections. While it has long since been common to use questionnaires in special needs research in order to study the views of different occupational groups, mostly teachers, it is still uncommon to study large samples of groups that are influential in special needs work (Göransson et al., 2015). Secondly, the education of special educators in Sweden is from an international perspective not at all typical. In Sweden a special educator has to study one and a half years (advanced level) following a degree in teaching in order to get a degree as a special educator. Thus, Swedish special educators have received comparatively more education than their counterparts in most other European countries (Göransson et al., submitted). This is of special interest since, thirdly, Sweden is still considered to have one of the most ‘inclusive’ educational systems in the world (OECD, 2011).MethodsThe project consists of three separate, yet linking studies. The first study is a questionnaire study which investigates all special educators in Sweden who were examined in the years and in accordance with the Swedish Examination Acts of 2001, 2007 and 2008 (N= 4252, 75% response rate). Thus, the first study is a total-population study of special educators in Sweden. The second study is a questionnaire study as well. It was distributed to all special educators and support teachers in ten municipalities (n=511, 61.6% response rate). Both questionnaires were distributed in 2012. Descriptive statistics are mostly used in the presentation of the data from the two questionnaires, since whole populations were studied. In questionnaire # 2, two independent samples t-tests were also used when data was analyzed. In study 3, case-study methodology (Merriam, 1992) was used to illustrate the complexity of enactment of special educator roles in local school contexts. Through purposive sampling, six participants were chosen from study 2 to represent typical special educators. Following criteria were used: (a) reported tasks corresponded to examination statutes (b) participants reported that they could influence the work at school. Within each case, data were collected using participant observations, diary recordings, and interviews with special educators, headmasters and teachers. Data analysis within and across cases was conducted to discern special educator roles and tasks as well as the contexts in which the roles were enacted.ConclusionsAccording to the first study, special educators display a relational perspective on school difficulties. Regarding the mission of education they seem to represent what might be called an ‘equity discourse’ (cf. Englund and Quennerstedt, 2008), which is quite contradictory to the current education agenda, focusing excellence, increased goal attainment and accountability (Göransson et al., 2013). Special educators believe that they are well prepared to work with some tasks, such as counseling, leading development work and teaching children/pupils individually or in groups. Concurrently, there are tasks that they are educated for (e.g. school-development work), which they seldom practice. We discuss special educators’ authority to claim special expertise in relation to certain kinds of work, clients and knowledge (Abbott, 1988). Results from the second study indicate that there are wide variations between municipalities regarding to what extent special educators or support teachers work with special support. The characteristics of the occupational role of special educators are more in line with inclusive practices than the role of support teachers. Moreover, special educators consider that support teachers should work more as ‘traditional special teachers’, than do the support teachers themselves. In study 3, six categories of work tasks were discerned: teaching, social relational work, assessment, informing and following up, supporting and providing materials, school-development, and practical chores. The time devoted to these tasks varied among the six special educators. Related to Abbott’s concept of professional jurisdiction, it can be questioned whether the tasks the special educators as a group claim control over are unique to the profession. While teaching and assessment are typical across all cases, special educators’ conceptions of school-development tasks are quite different. How the role is enacted is also related to local school contexts (Ball et al., 2012), as situated school contexts, the material contexts and values and experiences of staff.ReferencesAbbott, A. (1988). The System of Professions. An Essay on the Division of Expert Labor. Chicago: University of Chicago.Ball, S. J., Maguire, M., & Braun, A. 1. (2012). How schools do policy: Policy enactments in secondary schools. London: Routledge.Englund, T. & Qennerstedt, A. (2008). Vadå likvärdighet? – studier i utbildningspolitisk språkbildning. [What Equivalence? - Studies in Education policy language education]. Gothenburg: Daidalos.Göransson, K., Lindqvist, G. & Nilholm, C. (2015) Voices of Special-educators in Sweden. A Total-population Study. Educational Research, 57, 287-304.Göransson, K., Lindqvist, G., Möllås, G., Almqvist, L. & Nilholm, C. (submitted) Ideas about occupational roles and inclusive practices among Special Needs Educators and Support Teachers in Sweden. Educational Review.Göransson, K., Malmqvist, J. and Nilholm, C. (2013). Local school ideologies and inclusion: the case of Swedish independent schools. European Journal of Special Needs Education. 28 (1), 49-63.Merriam, S.B. (1992). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.Organisation for Economic Co-operation and Development (OECD). (2011). Social justice in the OECD: How do the member states compare? Sustainable Governance Indicators 2011. Gütersloh, Germany: Bertelsmann Stiftung.Skrtic, T. M. (1991). Behind special education. A critical analysis of professional culture and school organization. Denver, CO: Love Publishing Company.Skrtic, T. M. (1995). Deconstructing/Reconstructing public education: Social reconstruction in the postmodern era. In T. M. Skrtic (Ed.), Disability and democracy: reconstructing (special) education in postmodernity, (233-273). New York, NY: Teachers College Press.
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| 49. |
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| 50. |
- Lüddeckens, Johanna
(författare)
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Dialectical Dimensions on Inclusive Education : Involving Students with Autism Spectrum Conditions
- 2022
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Purpose: The aim of this essay and its contribution to research is to identify the opportunities, pitfalls, and dilemmas that can arise when inclusive education is organized with regard to students with ASC. In order to create more understanding of the situation for students with ASC in schools, the study focus on school leadership.Sub-studies: The essay consists of two studies. In the first study (1) the aim was to identify, describe, and analyze different research approaches to inclusive education and social participation for students with ASC, by performing a systematic research review. In the second study (2) principals of Swedish schools were interviewed, data collection was divided into three sets of interviews based on and using two models as tools in the analysis process. The models are the Index of Inclusion (Ainscow & Booth 2002) and three key concepts for inclusive school leadership (European Agency of Special Needs and Inclusive Education 2018; Óskarsdottir et al. 2020).Theory: A dialectical approach (Clark, Dyson & Millward 1995; 1998) or the dilemma perspective (Nilholm 2003) have been used as a theoretical lens. This approach aims to provide a dynamic and abductive reasoning for the overall analysis in the essay, since inclusive education appears to create dilemmas when societal cultures and norms, bureaucracy, and structures meet. The analysis demonstrates that inclusive processes appear as dilemma-creating at different levels in the system and addresses democracy in terms of social justice.Method: Crystallization is a term that relates to the practice of using multiple data sources and results, research approaches and lenses (Ellingson 2008; Tracy 2010), which leads to a more complex understanding being opened up in the overall analysis.Knowledge contribution: Inclusion is mainly interpreted as the students’ experience of being socially accepted and having access to academic education and the curriculum. Principals’ feeling of loneliness in relation to their superiors—they need to fight for their students and their staff against decisionmakers higher up in the education system hierarchy. At the same time, it is noted that principals have agreat deal of freedom in their practice, but the issue of communication needs to be raised and support for principals is important. A discussion is needed about whose perspective is the prevailing one in decisionmaking processes in schools and in the school system.Limitations: The data collection of the second study (2) took place via virtual meetings due to the pandemic. Virtual meetings are limited by the lack of being able to observe the interviewee's body language and nonverbal communication, as well as a small sample of respondents. These limitations affect the essay in general and thus to some extent reduce the possibility of generalizing the results.Practical implications: This essay can contribute to a more comprehensive understanding of the inclusion concept in relation to students with ASC. It can potentially initiate forums for further discussions on the working conditions of principals in relation to their responsibilities and the expectations placed upon them. In addition, to conduct a continuous discussion about the importance of authenticity and accountability for all professionals in the school and its stakeholders. Development and improvement of structures that facilitate the inclusion of the student voice in decision-making processes are also seen as important.
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