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- Lindqvist, Gunilla, et al.
(författare)
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Different agendas? The views of different occupational groups on special needs education
- 2011
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Ingår i: European Journal of Special Needs Education. - London : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 26:2, s. 143-157
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present paper is to investigate how different occupational groups explain why children have problems in school, how they believe schools should help these children and the role they believe that special educational needs coordinators (SENCOs) should have in such work. A questionnaire was distributed to all teaching and support staff in a Swedish municipality (N=1297). As a result, 938 persons (72.5%) answered the questionnaire. The answers given by (a) preschool teachers (b) teacher assistants (c) SENCOs (d) special teachers (e) class teachers and (f) subject teachers were compared. Several interesting patterns emerged from the data indicating that the occupational groups to a large extent have different ideas concerning how the school should work with children in need of special support. The SENCOs were, for example, the only group that believed that they should be involved in school development. The outcome of the study is discussed in relation to the notion of inclusive education.
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| 5. |
- Wetso, Gun-Marie, 1955-
(författare)
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Pojken med tidningarna
- 2011
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Ingår i: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur. - 9789144068909 ; , s. 97-110
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Wetso, Gun-Marie, 1955-
(författare)
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Teacher’s leadership and computers in the classroom : Combining theory and practice for development and learning in an R&D project
- 2013
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Konferensbidrag (refereegranskat)abstract
- The article describes a Swedish research project (year 2010-2012) founded on classroom observations and conversations with teachers. The objective is to follow up work on implementing computers as a learning tool in three pre/primary classes and one secondary school class, whilst teachers take part in a university course on ICT-knowledge, special education and measures programmes. Activity theory is used to highlight the relationship between human, environment and activity and the needs and motives that bring about changes in the work (Leontiev, sv 1986). The study includes 15 primary teachers, two preschool teachers and five secondary school teachers. The results show that the teachers' thinking and acting changed over time to be more aware of the possibility to create an inclusive environment in the classrooms (Wetso 2012a). Some teachers showed that they (year one) could balance the challenge to meet the children’s different needs for learning with the computer as a learning tool as well as caring for the transformation of the school the be more inclusive. They took the pedagogical leadership and left it up to a kind of wellbeing process for the school and created a multi-learning environment in the school context. Second year many teachers changed their strategies to promote the children’s learning more successfully. Third year almost all teachers had changed their procedure in practice to be more inclusive. A few teachers still sort children in categories. They had difficulties to see their own leadership and effects of activities related to process making for learning. Keywords; ICT –knowledge, in-teacher training at university level, teachers’ leadership, special education, activity theory
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| 8. |
- Wetso, Gun-Marie, 1955-
(författare)
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The boy without words. : A casestudy
- 2013
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Ingår i: The boy without words. Paper. NFPF-Conference, Lillehammar, Norge (2013).
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Konferensbidrag (refereegranskat)abstract
- This paper is built on a case study done in Sweden. The aim of this paper is to present actions undertaken in early childhood to support a child and his schooling. It describes the work with the school team, school leaders and parents. The child got diagnose autism syndrome in the age of three.In Swedish media there is an ongoing debate (2013) regarding independent schools excluding children in need of special support or with diagnoses, which is contrary to the school law. It is not legal to sort out children. This paper, will as contrast, to this give an example of successful inclusive education. It can be challenging to work with inclusive education but this paper shows a successful approach in a small municipality school. The empirical data in the first study was gathered through action research. The data gives a picture of a child’s experiences and the results of the interventions of activities in preschool and school (1994-2000). The researcher worked as special educator and participant observer in the pre- school, pre-school class and school. In addition to the previous study, built on observations and interviews with parents and teachers, interviews with the child and parents are done 2013. In the second study the child as a grown up, gives his thoughts and retrospective pictures. In the interview we got the motives for learning and reflections on opportunities in a lifelong perspective.Activity theory (Leontiev 1986) and theory about interplay (play process Wetso 2006) and teachers leadership (Fischbein, Österberg, Wetso unpublished manuscript 2013) are used to analyze the material. The result underlines necessity of cooperation among all involved and highlights the relationship between the individual, material, activities in home- and school environment.
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