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- Arvidsson, Jessica, 1982-, et al.
(författare)
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New labour market - old gender roles : working life after school for young adults with intellectual disability in Sweden
- 2014
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Ingår i: JARID. - Chichester, West Sussex : Blackwell Publishing. - 1360-2322 .- 1468-3148. ; 27:4, s. 373-373
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Tidskriftsartikel (refereegranskat)abstract
- Aim: Taking a gender perspective, this study explores and analyzes the labour market situation for 2745 gainfully employed men and women with an educational background in the Swedish upper secondary school for pupils with intellectual disability (ID).Method: This quantitative register study is based on the cross-classification of a newly created register and a two additional Swedish national registers. The analyses are based on logistic regression and chi-square tests.Results: Those who are employed after upper secondary school for pupils with ID are 70.8% men and 29.2% women. Both the road to work and the situation at work differs between men and women. Small private companies are the main employers in general, and for women the public sector is also a major employer. Men and women are mainly employed in traditionally “male” and “female” occupations. Also, salary levels and additional support from the welfare system differs between the sexes and within the different educational programs.Conclusion: Traditional gender roles of the labour market are clearly manifested among the people included in the study. Questions about the gender structure of the Swedish labour market and the impact of educational background on wage labour will be discussed.
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| 2. |
- Arvidsson, Jessica, 1982-, et al.
(författare)
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Upper secondary school – and then? : About young adults with an educational background in the upper secondary special school and the transition to work
- 2013
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Ingår i: NNDR2013 – 12th Research Conference Nordic Network of Disability Research. - Turku : Finnish Society for Disability Research. ; , s. 17-17
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Konferensbidrag (refereegranskat)abstract
- The aim of this ongoing study is to identify and analyze former pupils ́ relationship to the labor market after the graduation from the Swedish upper secondary school for pupils with intellectual disabilities. The study includes 10,517 former pupils who graduated between 2001-2010 and describes the former pupils ́ relation to the labor market as it was in 2010. The study is based on the cross classification of a newly created register combined with two Swedish national registers from Statistics Sweden and the Swedish National Board of Health and Welfare. One of the preliminary results from this study is that the assumption, presented in media as well as in previous research that the majority of the current pupils are going directly from school to the municipal or private organized daily activities do not seem to match reality. Our results indicate that 48% of the total population were in daily activities in 2010 and 20% of the total population were defined as “in paid work” during the same year and the actual picture of what the former pupils do after they have graduated from upper secondary school for pupils with intellectual disabilities is much more complex than the assumed. Analyses on the current data that are carried out at the moment will be presented at the NNDR-conference.
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| 3. |
- Arvidsson, Jessica, 1982-, et al.
(författare)
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Upper secondary school – and then?
- 2012
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Ingår i: Journal of Intellectual Disability Research. - Chichester : Wiley-Blackwell. - 0964-2633 .- 1365-2788. ; 56:7-8, s. 709-709
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Tidskriftsartikel (refereegranskat)abstract
- AIM: The purpose of the study is to increase the knowledge about the transition from school to working life for pupils with intellectual disabilities. In addition the purpose is to identify factors which may play a role in strengthen their position on the labor market.METHOD: The first study is quantitative and based on the cross classification of a newly created register combined with two Swedish national registers. The statistical identification highlights the situation of all students who left upper secondary school for pupils with intellectual disabilities, during the period 2001-2011. The first study includes more than 17 000 people with intellectual disabilities.RESULTS AND CONCLUSIONS: At the time for the conference we will be able to present descriptive data for e.g. how many individuals who have passed upper secondary school between 2001-2011, how many who are in the daily activity programs and how many who have ordinary jobs outside daily activity. We will also be able to describe the situation based on factors such as differences between regions and municipalities, between the sexes, and between different upper secondary school programs, etc.
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| 4. |
- Erdtman, Emil, et al.
(författare)
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Research initiation based on idea-circles : from research object to co-actor
- 2012
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Ingår i: Disability & Society. - Oxfordshire, United Kingdom : Routledge. - 0968-7599 .- 1360-0508. ; 27:6, s. 879-882
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Tidskriftsartikel (refereegranskat)abstract
- This article details an evaluation of a research project based on participatory research methods organized by the Swedish Disability Federation from 2008 to 2011. In Sweden there has been a lack of productive dialogue with the traditional academic world and the question was raised whether proposals for future research would be different if disabled people formulated them. Nine idea-circles with disabled participants and invited researchers from fields of interest close to the participants produced ideas, developed out of the life experience of being a disabled person. These ideas were developed into 72 research drafts that often reflected key advocacy areas, rather than operationalized research issues. The adjustment from the familiar discourse of political struggle to discussion of research was a complicated process for many. When asked to prioritize among areas for research, the representatives from the disability movement chose areas that are not stressed in mainstream disability research in Sweden.
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| 8. |
- Mineur, Therese, 1970-, et al.
(författare)
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A study of pupil’s experiences of their everyday life in the Swedish upper secondary special school - “särskolan”
- 2012
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Ingår i: Journal of Intellectual Disability Research. - Hoboken, USA : Wiley-Blackwell. - 0964-2633 .- 1365-2788. ; 56:7-8, s. 708-708
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Tidskriftsartikel (refereegranskat)abstract
- Aim: The Swedish educational system consists of parallel types of schools. Besides regular compulsory school and upper secondary school another type of school exists in Sweden, referred to as “särskolan”. This is a special school intended for pupils with intellectual disabilities. The primary aim in this thesis is to increase the knowledge about pupil’s experiences of their everyday life in “särskolan”, with regard to the specific school organizations. The experiences of belonging to “särskolan” and perceptions about their identity- and knowledge development have been studied. Furthermore has the pupil’s preparation and perceived possibilities for adulthood been highlighted.Method: The schools were selected based on a questionnaire survey which aimed to study the variation that exists regarding the organization of upper secondary special schools. By participant observations and interviews with 14 young women and 12 young men at five different schools, the inside perspective have been focused/studied through an interpretive approach. Results: The ongoing analysis of the results indicates that the pupil’s perceive advantages as well as disadvantages belonging to “särskolan”. A majority phrase injustice in the school system and differences can be seen in their experiences derived to a gender perspective.Conclusions: Conclusions will be announced during the presentation
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