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| 2. |
- Mineur, Therese, 1970-, et al.
(författare)
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I en klass för sig eller i klass med alla andra : grundskoleplacerade särskoleelevers upplevelser av sin skolvardag
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- De allra flesta eleverna med särskoletillhörighet frå sin undervisning i särskolans egna klasser men en betydande andel, drygt 20 % av grundsärskolans elever, är placerade i grundskolan och får sin undervisning där. I många kommer ökar andelen grundskoleplacerade elever som är mottagna i särskolan, men kunskapen om hur denna undervisningsform fungerar är bristfällig. Syftet är att nå en ökad förståelse för och kunskap om hur elever tillhörande särskolan, som helt eller delvis är placerade i grundskolan, upplever sin vardag i skolan.Rapportens empiri består av fem fallstudier av elever mottagna i särskolan i högstadieålder som får sin undervisning i grundskoleklass. I denna studie ligger fokus på elevernas egna upplevelser och erfarenheter av skolvaradagen.Utifrån det empiriska underlaget har fyra relativt olika sätt att organisera undervisningen på kunnat urskiljas.
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| 3. |
- Tideman, Magnus, 1959-
(författare)
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Decentralisation, variation and categorization – The current state in Sweden
- 2009
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Konferensbidrag (refereegranskat)abstract
- The responsibility for support, services and education for people with intellectual disability was decentralised to the local authorities in the beginning of the 1990ths. During the main part of the last 20 years the development in Sweden was dominated by economic problems. The new disability legislation 1994, evaluates to have neutralized the deteriorations that the economic /financial problems of society could have brought for the living conditions of people with intellectual disabilities. At the same time the development was denoted by a change from a passably /rather equivalent national situation for people with intellectual disabilities to a greater variation at the local level.Factors such as organization, economy and political government at the local level, together with an increased stress on the capacity of the individuals to look after their own interests, have resulted in the growth of differences in living situation and living conditions. The local authorities finished the deinstitutionalisation in the beginning of 2002. In addition to that, an increasing political interest of private entrepreneurship in the field of disability and a rise of categorization of children and youth as intellectual disabled has occurred. Categorization has first been noticed in special programmes at school but recently also in daily activities for people of a working age. The rise of categorization can be linked to a change to medical and individualistic based explanation of disability, which has opened up for growth of segregated activities. Examples of resistance against categorization and segregation among young people with intellectual disabilities are noticed. Empowerment by self- organized groups is a new trend.In conclusion, the development in Sweden can be described as small steps towards normalization as a consequence of deinstitutionalisation along with a greater variation of living conditions due to decentralisation. At the same time an increased categorization has markedly expanded the group which counts as intellectual disabled.
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- Tideman, Magnus, 1959, et al.
(författare)
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Detta är ingen skola för alla
- 2007
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Ingår i: Göteborgs-Posten, 2007-06-10.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Tideman, Magnus, 1959-
(författare)
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Resistance, identity of resistance and empowerment among people with intellectual disabilities
- 2008
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Konferensbidrag (refereegranskat)abstract
- Aim: The concept of empowerment is often used to describe how individuals or groups try to establish control over their own lives. This study describes how a project “for” participants with intellectual disabilities changed into an empowerment-based project, a change initiated from below by participants who began to investigate how internalised oppression affected their lives and personal identities. Method: Freire (1972) used the phrase “the wisdom of the oppressed” to emphasise the importance of the “power from within” discriminated and oppressed groups themselves. Through continuous observations and interviews over a three year period with participants and project leaders, we have been able to follow the development of the project. Results and Conclusion: Our conclusion is that: project activities are not enough; any real change must come from below and include processes of challenging and changing dominating discourses. We also argue for that an empowerment-based approach would give discriminated participants an opportunity to resist societal labelling as mentally retarded and to define their own personal identity.
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