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| 2. |
- 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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| 3. |
- Göransson, Kerstin, 1955-, et al.
(författare)
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'They would be bullied in ordinary schools' - exploring public discourses on inclusionary schooling
- 2023
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Ingår i: Disability & Society. - : Taylor & Francis. - 0968-7599 .- 1360-0508. ; 38:2, s. 287-304
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Tidskriftsartikel (refereegranskat)abstract
- Though research on inclusive education makes up a considerable part of the special education research field, very few studies have explored how beliefs and ideas about inclusion and exclusion emerge in general media discourses of education and schooling. Using positioning theory as a theoretical framework, this paper explores public discourses on inclusionary/exclusionary schooling by analysing newspaper articles about a segregated type of school in Sweden for pupils with intellectual disability. Seventy-nine articles meeting the criteria for inclusion and published between 1 January 2010 and 31 December 2018 were identified in the two national daily newspapers of Sweden. Four general storylines and associated positions were identified. The four storylines, together and in different ways, construct a rationale for a segregated school system based on notions such as equality, equity, justice, and democracy. We argue that this rationale is embedded within a discourse that we propose calling a discourse of 'segrequality'. Points of interest Education plays an important role in the development of an inclusive society and inclusive education is a goal supported by many countries and their school systems. Even so, the percentage of pupils educated in segregated settings have increased in many countries in Europe. This article explores how Swedish news media portrays education for pupils with intellectual disability. The research found a dominant rationale where segregated educational settings are seen as essential. Four main narratives were identified. All of them, in different ways, argue for the importance of segregated education in order to give every child an education based on notions such as equality, equity, justice, and democracy. Researchers of inclusion are suggested to take a more active part in a public discussion of education as well as in policy-making on both national and local levels.
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| 5. |
- 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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| 6. |
- 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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| 7. |
- Persson, Anna, et al.
(författare)
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Alcohol and illicit and non-medical prescription drug use before and during pregnancy in Stockholm, Sweden : A cross-sectional study
- 2021
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Ingår i: Sexual & Reproductive HealthCare. - : Elsevier. - 1877-5756 .- 1877-5764. ; 29
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: To provide current estimates of alcohol and drug use among pregnant women attending antenatal care lectures in preparation for childbirth in Stockholm, Sweden.Study design: A cross-sectional study. Data was collected anonymously among women attending lectures in preparation for childbirth.Main outcome measures: The prevalence of alcohol and illicit and non-medical prescription drug use among pregnant women attending antenatal care lectures in preparation for childbirth.Results: Nine hundred and thirty-six pregnant women attending lectures in preparation for childbirth participated. Among those answering all questions about alcohol use during pregnancy, 4.2 percent reported use (95% confidence interval (CI), 3.0–5.7%) and among those answering all questions about illicit or non-medical prescription drug use during pregnancy, 0.5 percent reported such use (95% CI, 0.1–1.3%). The prevalences of binge drinking during pregnancy and alcohol and drug use before pregnancy are presented. Comparisons of anonymously and non-anonymously collected data are included.Conclusions: Approximately one in 25 women reported using alcohol and approximately one in 200 reported using illicit or non-medical prescription drugs while pregnant. Alcohol use during pregnancy may have decreased in Stockholm, Sweden.
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| 8. |
- Persson, Anna, et al.
(författare)
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Potentially traumatic events, fear of childbirth and posttraumatic stress disorder during pregnancy in Stockholm, Sweden : A cross-sectional study
- 2020
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Ingår i: Sexual & Reproductive HealthCare. - : Elsevier. - 1877-5756 .- 1877-5764. ; 25
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: To estimate the prevalence of potentially traumatic events (PTEs), fear of childbirth (FOC), and support for it as well as posttraumatic stress disorder (PTSD) among pregnant women attending maternal care in Stockholm, Sweden.Methods: A cross-sectional study was conducted. Pregnant women attending lectures in preparation for childbirth at the major hospitals in Stockholm were asked to complete questionnaires anonymously. Main outcome measures were the prevalence of PTEs, FOC, support for FOC and PTSD.Results: One thousand one hundred fifty-seven women in late pregnancy attending lectures in preparation for childbirth at hospitals in Stockholm, Sweden, were asked to participate, 945 chose to participate, resulting in a response rate of 81.7 percent. Most pregnant women, 78.5 percent (95% confidence interval (CI) 75.6-81.3), reported having experienced at least one PTE. The prevalence of having experienced different types of violence is presented. FOC was found among 28.8 percent (95% CI 25.7-32.0) of pregnant women, while only 10.9 percent (95% CI 10.5-11.2) received support for FOC. The prevalence of current PTSD was 4.1 percent (95% CI 2.8-5.8).Conclusions: The majority of pregnant women had experienced PTEs, and experiences of violence were common, as was FOC. Approximately one in 25 women attending general maternal care in Stockholm, Sweden, was estimated to have current PTSD. This highlights the need to prevent violence, find pregnant women suffering from FOC or PTSD, to develop an evidence-based treatment for FOC and to provide such treatment for PTSD.
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| 9. |
- Sjöqvist, Anna
(författare)
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Slöjdundervisning i grundsärskolan : En didaktisk studie om förutsättningar för Bildning
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to increase knowledge about sloyd education in compulsory school for students with intellectual disability (CSID). The thesis is based in critical-constructive didactic theory and takes an interest in how sloyd education can create conditions for students to acquire Bildung, in terms of self-determination, co-determination and solidarity. Teaching and learning are understood as complex processes of social interaction involving the teacher, the student and the content at stake. Classrooms and schools are seen as subsystems of the society, thus, conditions for Bildung are manifested on several levels.Two part-studies produced the empirical material. A web survey asked questions about how arts education in CSID is valued and organised and was answered by 124 principals. A multiple case study examined the didactic relation, that is the teaching-studying-learning process. Teachers’ and students’ joint actions were analysed, as well as four aspects of content knowledge: practical, theoretical, social and aesthetic. A total of 4 sloyd teachers, 19 students and 12 paraprofessionals participated. In all, 43 sloyd lessons were video-recorded and 28 interviews with elements of stimulated recall were conducted.The results highlight factors at two levels related to students’ acquisition of Bildung. At school level, sloyd differs from music and visual art regarding teaching facilities and teachers’ competence. Conditions also vary depending on students’ age, the extent of students’ disability and principals’ school responsibility. At classroom level, five pedagogical situations exemplify how different didactic relations emerge through the joint actions of teachers and students. The conditions for Bildung vary depending on the content knowledge and the teachers’ and students’ moves in the joint actions, in the sense of who chooses and takes responsibility for developing the content and whether or not there is room for changes of the content over time.
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| 10. |
- Sjöqvist, Anna, et al.
(författare)
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The arts: a precious part of special education? : How principals value and organise arts education in compulsory school for pupils with intellectual disability in Sweden
- 2021
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 36:3, s. 454-468
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Tidskriftsartikel (refereegranskat)abstract
- The intersection of arts education and special education as a field has been described as lacking in unity, partly because the practices of its different stakeholders are embedded in either special education or arts education. This paper investigates how principals prioritise teachers' qualifications when organising arts education in compulsory school for pupils with intellectual disabilities (CSID) in Sweden, what they perceive the value of arts education in CSID to be and how they organise arts education in relation to cooperation between pupils from CSID and compulsory regular school (CRS). These questions were investigated using a questionnaire, which was answered by 124 principals. The results show that around three times as many principals prioritised specialised arts knowledge over competence in special education. However, the degree to which this occurred varied across arts subjects. A majority of the principals valued arts education for the opportunities it offers pupils to develop generic abilities, such as communication skills, creativity, and imagination. Cooperation between CSID and CRS for arts education appeared to depend on how school leadership was organised. The article concludes with suggestions on how the organisation of arts education could be improved in relation to the two areas of expertise and the idea of inclusion.
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