| 1. |
|
|
| 2. |
- Adelsvärd, Viveka, 1942-, et al.
(författare)
-
Who is Cindy? Aspects of identity work in a teacher-parent-pupil talk at a special school
- 2000
-
Ingår i: Text - an interdisciplinary journal for the study of discourse. - 0165-4888. ; 20:4, s. 545-568
-
Tidskriftsartikel (refereegranskat)abstract
- The article presents a case study of one teacher-parent-pupil (TPP) conference. Cindy, the pupil, has Down syndrome. A study of how people with verbal communication problems manage discursive practices that largely rely on the ability to verbally negotiate identity is clearly motivated, both from a theoretical and a more practice-oriented perspective. We found that Cindy's identity is described and talked about in terms of predefined aspects, codified in a written agenda. All participants oriented themselves towards some sort of cultural model of the ideal identity that does not have to be discursively justified. Cindy's identity is not only talked about, but also demonstrated and enacted in interaction. Her self-presentation is mediated by her mother, and this mediation is linked to the sequential organization of the turn-taking system and the way the participation framework becomes organized. Cindy's talked-about and demonstrated identity work does not only concern her as an individual. It is also a relationship presentation. The identity of Cindy as a pupil and a daughter implies a certain identity for a teacher and a mother. To help one's daughter present her identity in a favorable way is to simultaneously display the identity of a good mother. ⌐ Walter de Gruyter.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
- af Geijerstam, Åsa, 1972-, et al.
(författare)
-
Att skriva faktatext i fyran
- 2017
-
Ingår i: Undersöka och utveckla undervisning.. - Lund : Studentlitteratur AB. - 9789144114170 ; , s. 67-84
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 7. |
- Almqvist, Lena, et al.
(författare)
-
Vilka stödinsatser främjar uppfyllelse av kunskapsmål för elever i svårigheter? – en syntes av meta-analyser
- 2015
-
Ingår i: Tre forskningsöversikter inom området specialpedagogik/inkludering. - Stockholm : Vetenskapsrådet. - 9789173072830 ; , s. 1-122
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Denna rapport är en syntes av forskning som presenterats i s.k. meta-analyser. Meta-analyser är studier där man använt särskilda statistiska metoder för att beräkna s.k. effektstorlekar utifrån interventionsstudier. Med effektstorlekarna sammanfattas främst forskningsresultat från experimentella studier som fokuserar liknande forskningsfrågor. Syftet med vår syntes var att sammanställa forskning om vilka stödinsatser (i föreliggande rapport synonymt med intervention) som främjar uppfyllelse av kunskapsmål för elever i svårigheter. Mer specifikt har vi studerat vilka arbetssätt/pedagogiska undervisningsmetoder som leder till uppfyllelse av kunskapsmål för denna elevgrupp. Dessa arbetssätt definierar vi som generella pedagogiska stödinsatser respektive ämnesspecifika pedagogiska stödinsatser inom områdena läsning och skrivning samt matematik.
|
|
| 8. |
- Almqvist, Lena, et al.
(författare)
-
Vilka stödinsatser främjar uppfyllelse av kunskapsmål för elever i svårigheter? En syntes av meta-analyser. : Delrapport från SKOLFORSK-projektet: Tre forskningsöversikter inom området specialpedagogik/inkludering .
- 2015
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- SAMMANFATTNINGDenna rapport är en syntes av forskning som presenterats i s.k. meta-analyser. Meta-analyser är studier där mananvänt särskilda statistiska metoder för att beräkna s.k. effektstorlekar utifrån interventionsstudier. Medeffektstorlekarna sammanfattas främst forskningsresultat från experimentella studier som fokuserar liknandeforskningsfrågor. Syftet med vår syntes var att sammanställa forskning om vilka stödinsatser (i föreligganderapport synonymt med intervention) som främjar uppfyllelse av kunskapsmål för elever i svårigheter. Merspecifikt har vi studerat vilka arbetssätt/pedagogiska undervisningsmetoder som leder till uppfyllelse avkunskapsmål för denna elevgrupp. Dessa arbetssätt definierar vi som generella pedagogiska stödinsatserrespektive ämnesspecifika pedagogiska stödinsatser inom områdena läsning och skrivning samt matematik.Vi har systematiskt sammanställt och analyserat 38 meta-analyser för 5 olika arbetssätt (1) kamratlärande,(2) samarbetslärande, (3) explicit undervisning, (4) metakognitiva strategier samt (5) individuellt lärande.Dessa fem arbetssätt är representanter för generella pedagogiska stödinsatser. Vidare har vi sammanställt ochanalyserat forskning inom två innehållsområden, (1) läs- och skriv samt (2) matematik. Inom dessa tvåinnehållsområden förekommer arbetssätt i form av generella pedagogiska stödinsatser såväl somämnesspecifika pedagogiska stödinsatser.Tre av de fem undersökta arbetssätten, i form av generella pedagogiska stödinsatser, visar på goda effekternär det gäller uppfyllelse av kunskapsmål för elever i svårigheter. Dessa tre arbetssätt är kamratlärande, explicitundervisning och träning i metakognitiva strategier.Forskningsstödet för individuellt lärande är svagare, både för att det ännu saknas tillräckligt myckettillförlitlig forskning och för att den forskning som finns inte kan rapportera mer än måttliga effekter. Det finnsännu relativt lite forskning som fokuserar samma forskningsfråga, t ex tillämpning av individuellt lärande fören specifik grupp elever med svårigheter inom ett särskilt innehållsområde. Detta leder till att forskningen inteheller i särskilt stor utsträckning har sammanfattats i form av meta-analyser om individuellt lärande. När detgäller samarbetslärande finns goda effekter för elever i allmänhet, men trots att samarbetslärande är ett av demest undersökta arbetssätten av de vi tar upp i syntesen saknas entydiga resultat av vilken effekt detta arbetssätthar för uppfyllelse av kunskapsmål för elever i svårigheter. Det finns få studier som har fokuserat särskilt påelever i svårigheter och den forskning som finns bygger på relativt små urval och har en hel del bristeravseende tillförlitlighet. Vi vill alltså inte påstå att individuell undervisning och samarbetslärande inte skullekunna vara effektiva arbetssätt för att stödja elever i svårigheter. Särskilt när det gäller samarbetslärande visarenskilda resultat att detta arbetssätt har potential att vara en framgångsrik metod. I dagsläget saknar vi docktillräcklig evidens för att dessa metoder har förutsättningar att främja skolprestation för elever i svårigheter påett bättre sätt än vad som sker inom ramen för ordinarie skolverksamhet.Inom området läs- och skrivsvårigheter finns många meta-analyser som visar på goda effekter. Särskiltverkar kamratlärande vara en effektiv metod för att främja läsförmåga hos elever i svårigheter. Detta gällersärskilt för äldre elever som får undervisa yngre elever eller för elever som blir undervisade av en elev i sammaålder. Även metakognitiva strategier visade god effekt för att främja läsförmåga för elever i svårigheter, särskiltom interventionen utfördes i mindre elevgrupper. Viss forskning stödjer att en kombination av strategisk ochexplicit undervisning ger högre effekt än när dessa arbetssätt används var för sig. Överhuvudtaget verkarstödinsatser inom läs- och skrivområdet vara mest effektiva för elever i svårigheter. Den typ av interventionsom visade högst effekt, också på lite längre sikt, för att främja elevers läsförståelse bestod av en kombinationav träning i läsförståelse, fonetik och fonemisk medvetenhet. Framförallt verkar eleverna prestera bättre istavning efter intervention, oavsett om interventionen fokuserat på läsförståelse eller fonemisk medvetenhet.Forskningen om stödinsatser när elever har svårigheter i matematik är mindre tillförlitlig. I flera av metaanalysernahar man sammanfattat forskning om en mångfald av arbetssätt och strategier för implementering avdessa stödinsatser, vilket gör det svårt att dra slutsatser om när en viss stödinsats verkligen har effekt. Även härverkar dock kamratlärande som arbetssätt ha en god effekt för elever i svårigheter och då särskilt när yngreelever undervisas av äldre, samt när interventionen utförs i elevernas ordinarie klassrumssituation. Ävenmetoder där man kombinerar explicit och kontextualiserad undervisning (återkoppling på prestation viadatorprogram med efterföljande rekommendationer på övningar) verkar fungera bra för att främja matematisk
|
|
| 9. |
- Aronsson, Karin, et al.
(författare)
-
On memory and the collaborative construction and deconstruction of custody case arguments
- 1990
-
Ingår i: Human Communication Research. - : Oxford University Press (OUP). - 0360-3989 .- 1468-2958. ; 17:2, s. 289-314
-
Tidskriftsartikel (refereegranskat)abstract
- In a simulation of lay judges’ deliberations, it is shown how the participants selectively misconstrued courtroom evidence, depending on their overall story frameworks. All participants had received a common set of background information (drawn from an authentic custody case). In addition, one person in each group had, unknowingly, received some unique pieces of information. The “lay judges” produced several spontaneous misrepresentations of the background material. Moreover, they would often accept and retell false “facts” (introduced by a participant with different background information), unless these “facts” were integrated into opposing account frameworks. Hence it is shown how misrepresentations are often coconstituted.
|
|
| 10. |
|
|
| 11. |
|
|
| 12. |
- Aronsson, Karin, 1946-, et al.
(författare)
-
Storytelling as collaborative reasoning. Co-narratives in incest case accounts.
- 1992
-
Ingår i: Explaining one's self to others. Reason-giving in a social context. - Hillsdale, N.J. : Erlbaum Associates. - 0805807993 ; , s. 245-260
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Researchers in that aspect of social psychology [studying communicated explanations], ordinarily referred to as attribution theory, have, historically, studied the process of explanation strictly as an intrapsychic phenomenon. . . . Similarly, researchers who have devoted themselves to the study of "accounts," a tradition found largely within the confines of sociology, organizational behavior, and communication studies, have, for the most part, examined only the discourse manifestations of explanation, without a concomitant interest in the fundamental processes of event comprehension. This volume is devoted to bridging the gap between the two traditions. The chapters in the first section, "The Nature of Social Explanation," examine general issues of social explanation, in particular, the cognitive processes and knowledge involved in the construction of accounts. In fact, several of the chapters present general models of the cognitive processes underlying account-giving. Many of these chapters also deal with general aspects of the social context that affect the kind of explanation people offer. However, they do not focus on the impact of concrete social contexts or on specific kinds of accounts (despite the use of concrete examples to illustrate their general concerns). In contrast, chapters in the second section of the book deal more concretely with accounts. They examine the role of accounts in specific kinds of settings, such as organizations, or the courts; or they deal with specific kinds of accounts, such as accounts of racism or accounts of relationship breakdowns.
|
|
| 13. |
|
|
| 14. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
-
Situerad mångfald i skolan
- 2002
-
Ingår i: Jagen och rösterna. - Linköping : Linköpings universitet. - 9173732680 ; , s. 277-287
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 15. |
- Bengtsson, Karin
(författare)
-
Talandet som levd erfarenhet. : En studie av fyra barn med Downs syndrom.
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis presents a study of children’s speech. The children have Down syndrome (DS). Often the speech of children with DS is hard for other people to understand. The aim of the study is to try a new way of describing these children’s speech. My perspective reflects an ambition to conceive the children as active, speaking subjects.In phenomenology human beings are regarded as always being intentional. The phenomenological perspective on intentionality views articulation as intentional, even though we normally experience it as “automatic”. This seemed to be a fertile perspective for this study, where the central focus is on the intentionality in the speech, i.e. the relation between the speaker and his or her speech while speaking. I have drawn mainly on Merleau-Ponty’s views on speech.The speech of four children 6–7 years old was studied. The children were videotaped together with an adult in a specific situation (while naming pictures of familiar objects). The children’s speech was transcribed phonetically and some of the words were subjected to acoustic analysis. The main features of the situation were noted down. By means of the acoustic analysis, it was possible to study particular words in minute detail. These words were interpreted in relation to the context in which each utterance was made.The four children all differ individually in their speaking strategies. The children’s speaking strategies may be described as flexible or rigid, diversified or undiversified. Within the child’s total expression there is a part which, in my opinion, the child could reach and develop. In my study, I introduce the terms the accessible speech or the accessible expression for that part of the child’s expression. By the terms the visible speech or the visible expression, I have tried to capture the part of the expression which I conceive that the child is capable of approaching as an object.The terms accessibility and visibility involve the notion of intentionality; the speech is accessible or visible to someone. The children show us what is within reach for them. I believe that a good starting point for supporting the children’s speech development is the point where they reveal accessible and/or visible speech.
|
|
| 16. |
- Cameron, David Lansing, et al.
(författare)
-
A comparative study of special educator preparation in Norway and Sweden
- 2018
-
Ingår i: British Journal of Special Education. - : Wiley. - 0952-3383 .- 1467-8578. ; 45:3, s. 256-276
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils’ social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context.
|
|
| 17. |
|
|
| 18. |
- Cameron, David Lansing, et al.
(författare)
-
School district administrators' perspectives on special education policy and practice in Norway and Sweden
- 2012
-
Ingår i: Scandinavian Journal of Disability Research. - : Stockholm University Press. - 1501-7419 .- 1745-3011. ; 14:3, s. 212-231
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to examine special education policy and practice from the perspective of school district administrators in Norway and Sweden. Administrators from 266 Norwegian and 262 Swedish municipalities completed a survey concerning: (a) reasons children need special education, (b) common and desired organizational solutions, and (c) the influence of policy on practice. Despite a number of clear differences, findings suggest that Swedish and Norwegian administrators share similar attitudes regarding the provision of special education support. It appears that in both countries inclusive practices are seen as the ideal, yet, Norwegian administrators appear to have a stronger preference for categorical or segregated solutions. However, this finding must be viewed in light of current practices in each country. In particular, we take into consideration data indicating that 17% of Swedish students receive special educational support, as compared to approximately 6% in Norway.
|
|
| 19. |
- Carlsson, Reidun, 1948-, et al.
(författare)
-
Demokrati och inkludering : en begreppsanalys
- 2004
-
Ingår i: Utbildning och Demokrati. - Örebro. - 1102-6472 .- 2001-7316. ; 13:2, s. 77-95
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Notions of inclusion and democracy are distinguished, discussed and related to one another. Three notions of inclusion are discerned: weak inclusion, strong inclusion and inclusion as a dilemma. Whereas a weak notion of inclusion subscibes to a gereral idea of inclusion while at the same time allowing for exceptions, the strong notion supports inclusion as a firm principle. A dilemma perspective, on the other hand, to a larger extent involves the recognition of inclusion/exclusion as inherent characteristics of educational systems dealing with diversity. Four notions of democracy are discussed: rulegoverned, representative, participatory and deliberative. Relations between notions of inclusion and democracy are - tentatively - discussed. It is argued that the different models of democracy have implications vis-a-vis notions of inclusion and some of these implications are discussed.
|
|
| 20. |
- Carlsson, Reidun, 1948-
(författare)
-
Gamla mönster i nya former? Tre studier om specialpedagogik i teori och praktik
- 2010
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the research presented here is to examine challenges in the special needs support tradition and the consequences of these challenges with the aim of increasing knowledge regarding the opportunities and constraints that are created as partof the support. In addition, the overarching study aims to highlight issues of democracyand inclusion in the social practices that are focused here and in what manner theseemerge and are framed. These aims are examined through three separate studies.The first study theoretically examines the central concepts of democracy and inclusionin school policy. The central query here relates to what possible consequences differentmodels of democracy imply vis-à-vis inclusive processes and what possibilities exist forchallenging traditions in special need education? Tradition has often been recognized asan important factor for compensating individuals in a reactive and segregating way.The second study takes an ethnographic point of departure and focuses five languagepre-schools that are instituted with the primary aim of teaching Swedish to children fromhomes where Swedish is not spoken. The institutional intention is to prepare these pupilsfor inclusion in future school arenas. One query here relates to what types ofconsequences such a proactively conceptualized activity gives rise to?A case-study that focuses the analysis of a course to prepare teachers for writingremedial plans constitutes the third research foci. The course is offered by a national stateauthority, the older Institute of Special Education (Specialpedagogiska institutet). Theactivity of working on remedial plans is a challenge for the special educational traditionand its individualization of school related problems. A central issue here relates to whatconsequence such a challenge gives rise to when it is formulated by a school-authority?The results of the studies presented in this thesis indicate that traditions resist changeeven though there is an ambition to challenge these. Old patterns of providing support ininstitutional arenas are difficult to reshape. In both empirical studies individual deficits isa common understanding of school-problems. The results of the empirical studies are alsodiscussed in relation to the conceptual analysis presented in the first article.
|
|
| 21. |
- Eriksson Gustavsson, Anna-Lena, et al.
(författare)
-
Inledning
- 2011
-
Ingår i: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur. - 9789144068909 ; , s. 13-32
-
Bokkapitel (populärvet., debatt m.m.)
|
|
| 22. |
- Eriksson Gustavsson, Anna-Lena, et al.
(författare)
-
Inledning
- 2011. - 1:1
-
Ingår i: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur. - 9789144068909 ; , s. 13-32
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Den här boken handlar om vardagligt arbete med elever i behov av särskilt stöd. Den ger inblickar i vad som händer inom skolans väggar när lärare utför två av sina viktigaste uppdrag, att förebygga och underlätta för elever som hamnat i svårigheter i skolarbetet. Boken erbjuder också läsaren goda möjligheter att reflektera över den egna synen på specialpedagogiskt arbete i skolan. I bokens kapitel illustreras flera skilda sätt att arbeta med elevgrupper, vilket innebär att läsaren möter en rad olika skolmiljöer och lärare. Områden som behandlas är bl.a.:- förebyggande arbete och kollegahandledning- lärande i matematik- inkluderad undervisning i liten klass- särskild undervisningsgrupp- föräldrainflytande och dokumentation Boken vänder sig i första hand till studenter på lärarutbildning men riktar sig också till verksamma lärare i grundskolan och andra med intresse av området. För den lärarstudent som ännu inte kommit i kontakt med elever i behov av särskilt stöd ger boken en rad levande exempel på hur sådana möten kan se ut.
|
|
| 23. |
|
|
| 24. |
|
|
| 25. |
- Evaldsson, Ann-Carita, et al.
(författare)
-
Evidensbasering - ett hot?
- 2009
-
Ingår i: Magasin 360. ; :1, s. 5-
-
Tidskriftsartikel (populärvet., debatt m.m.)
|
|
| 26. |
- Falkmer, Marita, 1958-, et al.
(författare)
-
From my perspective - Perceived participation in mainstream schools in students with autism spectrum conditions
- 2012
-
Ingår i: Developmental Neurorehabilitation. - : Informa Healthcare. - 1751-8423 .- 1751-8431. ; 15:3, s. 191-201
-
Tidskriftsartikel (refereegranskat)abstract
- Objectives: To examine perceived participation in students with ASC and their classmates in mainstream schools and to investigate correlations between activities the students wanted to do and actually participated in. less thanbrgreater than less thanbrgreater thanMethods: Twenty-two students with ASC and their 382 classmates responded to a 46-item questionnaire regarding perceived participation in mainstream schools. less thanbrgreater than less thanbrgreater thanResults: On 57% of the items, students with ASC perceived lower participation than their classmates. These results emphasize the importance of knowledge about students perceived participation. However, positive correlations between what the students wanted to do and actually did indicate that students with ASC may be participating to the extent that they wanted. less thanbrgreater than less thanbrgreater thanConclusion: Students with ASC perceived lower overall participation in mainstream school than their classmates. The correlations between "I want to" and "I do" statements in students with ASC indicated that aspects of autonomy are important to incorporate when studying, and interpreting, self-rated participation in mainstream schools.
|
|
| 27. |
- Gäreskog, Petra
(författare)
-
Jurisdiktion och arbetsfördelning : Yrkesgruppers arbete med särskilt stöd i förskolan
- 2020
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this licentiate thesis is to increase our knowledge about the division of labor in the work with children in need of special support in preschools as described by the occupational groups of preschool teachers and special educational needs coordinators (SENCOs). This is explored in two separate studies.In the first study, the tasks, perceptions, and roles of SENCOs in preschools are examined. The study is part of a total population study where all SENCOs in Sweden (n = 4252) who were examined by the examination acts of the years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, the responses from SENCOs who work in preschools were extracted from the survey. These responses were analysed in Study I involving 523 participants. The results show that SENCOs’ working hours are primarily spent on consultation. SENCOs further report that they are able to influence their colleagues’ views on children's difficulties to a high degree. Most SENCOs in the study believe that the most important reason why children encounter difficulties in preschools is that preschools are poorly adapted to deal with children's differences. The results of this study are theoretically interpreted on the basis of Abbott's (1988) reasoning about jurisdictional control. Persson's (1998) two perspectives on different ways of understanding children's difficulties, namely a categorical and a relational perspective, are also used to interpret the results.Study II analyses how preschool teachers describe which occupational group claims jurisdiction over the work with children in need of special support. The data consist of interviews with 15 preschool teachers. The analysis of the data is based on Abbott's (1988) division of professional work into three aspects: a) formulating a problem, b) reasoning about the problem, and c) treating the problem. The results show that the area where preschool teachers claim jurisdictional control is related to the formulation of the problem. Preschool teachers do not, on the other hand, seem to claim jurisdictional control over the part of professional work that concerns reasoning about the problem. The results show a contradictory image of the treatment of the problem. Preschool teachers sometimes describe themselves as claiming jurisdictional control over treatment and other times describe how SENCOs have jurisdiction over the treatment of the problem.In the licentiate thesis, Abbott's (1988) reasoning about jurisdiction of occupational groups and Persson's (1998) categorical and relational perspectives for understanding children's difficulties are brought together and put in relation to different perspectives on inclusion.
|
|
| 28. |
|
|
| 29. |
- Göransson, Kerstin, et al.
(författare)
-
Challenging traditions? : pupils in need of special support in Swedish independent schools
- 2012
-
Ingår i: Nordic Studies in Education. - : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; :3-4, s. 262-280
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents the general situation for pupils in need of special support (PNSS) in Swedish independent compulsory schools. The analysis is based on a survey of all independent schools in Sweden. The results show that the number of PNSS is lower in independent schools than in municipal schools and that a deficit perspective seems to be common regarding explanations for school problems. There is, however, great diversity among the schools. The conclusions are that school choice as a challenge to the traditional way of conceiving education seems to be more effective for some other groups of pupils than for PNSS and that there are few signs that independent schools challenge traditions in work with PNSS.
|
|
| 30. |
- Göransson, Kerstin, et al.
(författare)
-
Challenging Traditions? : Pupils in Need of Special Support in Swedish Independent Schools
- 2012
-
Ingår i: Nordic Studies in Education. - Oslo : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 32:4, s. 262-280
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents the general situation for pupils in need of special support (PNSS) within the Swedish independent compulsory schools. The analysis is based upon a survey of all independent schools in Sweden. Results show that the amount of PNSS is lower in independent schools than in municipal schools and that a deficit perspective seems to be common regarding explanations of school problems. There is, however, great diversity among the schools. Conclusions are that the challenge of independent schools to the traditional way of conceiving education, regarding school choice, seems to be more effective less for some other groups of pupils than for PNSS and that there are few signs that independent schools challenge traditions in work with PNSS in municipal schools.
|
|
| 31. |
- Göransson, Kerstin, et al.
(författare)
-
Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education
- 2014
-
Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 29:3, s. 265-280
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to critically analyse research about inclusive education.Prior reviews and the outcome of a recent search of databases are analysedwith regard to (a) how inclusion is defined and (b) what empirical knowledgethere is regarding factors that make schools and classrooms more inclusive. Ourpoint of departure is that we regard inclusion as an idea about what school systems,schools and classrooms should accomplish, and as such, an expression ofan educational philosophy. Four different understandings of inclusive educationwere found: (a) inclusion as the placement of pupils with disabilities in mainstreamclassrooms, (b) inclusion as meeting the social/academic needs of pupilswith disabilities, (c) inclusion as meeting the social/academic needs of all pupilsand (d) inclusion as creation of communities. Under a strict definition of inclusiveeducation, hardly any research was found which reliably identified factorsthat give rise to inclusive processes. The outcome of our analyses are discussedfrom the perspective that different understandings of inclusion should be seen, toa large extent, as expressions of different views of what schools should accomplish.We also propose that some of the adherents to inclusion as creation ofcommunities can be placed in the grand educational tradition reaching back toDewey that tries to establish new ideals for school systems in a society in whichindividualism is perhaps the main ideology. The main conclusions are that theoperative meaning of inclusion in reviews and empirical research should bemuch more clearly defined and that new types of studies are needed.
|
|
| 32. |
|
|
| 33. |
- Göransson, Kerstin, et al.
(författare)
-
Den sociala situtionen för barn och elever i svårigheter som undervisas i reguljära klasser.
- 2015
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- SAMMANFATTNINGFöreställningen om betydelsen av en inkluderande skolverksamhet är internationellt mycket spridd och rotad iolika utbildningssystem. För många barn och elever i svårigheter (EiS) i förskola och skola innebär det, på ettmycket konkret plan, att de inte särskiljs utan undervisas i reguljära klasser/grupper tillsammans med eleversom inte betraktas vara i skolsvårigheter. Skolverkets statistik visar att de allra flesta eleverna i grundskolansom är i behov av särskilt stöd erhåller detta stöd inom ramen för den reguljära klassen. Samtidigt visar statistikatt andelen elever i särskilda undervisningsgrupper i grundskolan har ökat de senaste två läsåren. Under detsenaste årtiondet har vidare alltfler fristående skolor som speciellt riktar sig till elever i behov av särskilt stödökat. I de fallstudier som Skolverket genomfört uppges sociala problem och mobbning i den reguljära skolanvara två av de främsta anledningarna till att elever och föräldrar valt en skola med speciell inriktning på särskiltstöd.Syftet med föreliggande forskningsöversikt är att redovisa en bild av vad empiriskt grundad forskning visarom den sociala situationen för barn och elever i svårigheter i förskolan eller som har sin skolgång i reguljäraklasser inom grundskola och gymnasium. I översikten ingår 53 artiklar med empirisk originalforskning. På ettövergripande plan visar översikten att EiS som grupp riskera att ha en något sämre social situation, i denbemärkelsen de riskerar att ha något färre vänner, något lägre frekvens samspel, och med mindre sannolikhettillhöra klicken av mest populära elever eller barn i klassen eller gruppen. Samtidigt visar översikten attgruppen inte förfaller ha en marginaliserad eller stigmatiserad roll, barnen och eleverna har vänner, det är intestörre sannolikhet att dessa barn och elever isoleras eller blir utfrysta av sina kamrater än andra barn och elever,det framkommer även att det är stora variationer mellan eleverna och barnen samt att flera skolmiljöerförefaller ha skapat likartade förutsättningar för elevgrupperna att utveckla en känsla av tillhörighet ochtillfredsställelse med skolan. Resultaten diskuteras utifrån kontakt- respektive homofili- ellerlikhetshypoteserna.Översikten visar vidare att det finns brister i den bild som framträder i forskningen om elevernas situation.Det behövs forskning som belyser äldre elevers sociala situation liksom mer forskning om barns socialasituation i förskolan. Vidare behövs forskning som identifierar faktorer i miljön av betydelse för elevernassociala situation, det behövs således forskning som undersöker elevers sociala situation i olika skolmiljöer,miljöer som t.ex. kännetecknas av olika arbetssätt, olika gruppstrukturer och grupprocesser. Slutligen menar viatt forskning med tolkande och kritiska kunskapsintressen bör skapas ett större utrymme för att fördjupa ochnyansera den forskningsmässigt grundade kunskapsbilden av ett mycket komplext område.
|
|
| 34. |
- Göransson, Kerstin, et al.
(författare)
-
Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden
- 2017
-
Ingår i: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 69:4, s. 490-505
-
Tidskriftsartikel (refereegranskat)abstract
- Special needs educators and their counterparts are expected to play a significant role in schools' work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, special needs educators (SNEs) with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this paper are to investigate the occurrence of SNEs and SuTs within the compulsory school system in ten municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in ten municipalities (n=511, response rate 61.6%). Main results indicate that: a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; and d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a ‘traditional special-education teacher’. Results are discussed in relation to Skrtic’s (1991, 1995) theoretical accounts of inclusive education and Abbott’s (1988) notion of jurisdictional control.
|
|
| 35. |
|
|
| 36. |
|
|
| 37. |
- 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.
|
|
| 38. |
|
|
| 39. |
- Göransson, Kerstin, 1955-, et al.
(författare)
-
Inledning
- 2011
-
Ingår i: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur AB. - 9789144068909 ; , s. 13-32
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 40. |
- Göransson, Kerstin, et al.
(författare)
-
Inledning
- 2011
-
Ingår i: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur. - 9789144068909 ; , s. 13-32
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 41. |
- Göransson, Kerstin, et al.
(författare)
-
Local school ideologies and inclusion : the case of Swedish independent schools
- 2013
-
Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 28:1, s. 49-63
-
Tidskriftsartikel (refereegranskat)abstract
- This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic-inclusive and the market-oriented-exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketisation are finally discussed.
|
|
| 42. |
- Göransson, Kerstin, et al.
(författare)
-
Om smygrepresentativitet i pedagogiska avhandlingar
- 2009
-
Ingår i: Pedagogisk forskning i Sverige. - Göteborgs universitet, Insitutionen för pedagogik och didaktik. - 1401-6788 .- 2001-3345. ; 14:2, s. 136-142
-
Tidskriftsartikel (refereegranskat)
|
|
| 43. |
|
|
| 44. |
- 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.
|
|
| 45. |
- Göransson, Kerstin, et al.
(författare)
-
Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning : En enkätstudie
- 2015
-
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.
|
|
| 46. |
|
|
| 47. |
|
|
| 48. |
- Göransson, Kerstin, et al.
(författare)
-
Voices of special educators in Sweden : a total-population study
- 2015
-
Ingår i: Educational research (Windsor. Print). - London : Routledge. - 0013-1881 .- 1469-5847. ; 57:3, s. 287-304
-
Tidskriftsartikel (refereegranskat)abstract
- Background: There are two occupational groups in Sweden that are expected to have significant impact on educational work related to children in need of special support. These two groups are special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name special educators' to refer to both groups. Special educators are expected to have specific knowledge regarding the identification of, and work with, school difficulties. However, there is noticeably little research concerning these occupational groups. This study was undertaken in order to further our knowledge about special educators' work.Purpose: The overall purpose of the present paper is to provide a first overview of special educators' work. The paper investigates these special educators' perceptions of their occupational role, of their preparedness for the role and of how their role is practised. The paper also illuminates questions about SENCOs' and special education teachers' knowledge and values as well as the grounds for the occupational groups to claim special expertise related to the identification of, and work with, school difficulties.Design and method: A questionnaire was sent out in 2012 to all SENCOs and special education teachers in Sweden who received their degree from 2001 onwards and in accordance with the Swedish examination acts of 2001, 2007 and 2008 (N=4252, 75% response rate).Results: According to the results, special educators state that they are well prepared to work with some tasks, such as counselling, leading development work and teaching children/pupils individually or in groups. Concurrently, there are tasks that the groups are educated for (e.g. school-development work), which they seldom practise in their daily work.Conclusions: Primarily using reasoning concerning jurisdictional control, we discuss SENCOs' and special education teachers' authority to claim special expertise in relation to certain kinds of work, clients and knowledge and thus, their chances of gaining full jurisdictional control in the field of special education.
|
|
| 49. |
|
|
| 50. |
|
|
