| 1. |
- Anderson, Lotta, et al.
(författare)
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Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden
- 2017
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Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 75:6, s. 508-524
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals’ work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students' abilities in different subject. The data in this study are based on teams’ written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children’s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective. Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time.
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| 2. |
- Anderson, Lotta, et al.
(författare)
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Special needs teachers’ assignments and work in special schools for students with intellectual disability in Sweden
- 2019
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Ingår i: Book of abstracts, Nordic Network for Disability research (NNDR) Inclusion and exclusion in the wefare society 8-10 march in Copenhagen, Denmark.
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Konferensbidrag (refereegranskat)abstract
- Special needs teacher (SNT) in special school for students with intellectual disability (ID) is a new profession, which has not been explored to greater extent and therefore it is important to highlight their professional role. The aim was to analyze what characterizes the SNTs work and assignments and what collaborations they engage in inside and outside the special school. Changes made to the policy document of the National Agency of Education 2011 and set new demands on SNTs, with stronger focus on skill assessment and improving the academic performance of students with ID. International research has also noted a trend towards an increased focus on academic skills in the teaching of students with ID. To collect data of SNT’s perceptions about competence, school assignments and collaboration, a questionnaire was constructed. The study group consisted of 88 respondents with special needs teacher degrees from three universities in southern Sweden. Lipsky's concept (1980) 'street level bureauucracy' constitutes the theoretical framework. The results showed that most SNTs had long work experience from a special school for ID before they started the special needs training program. When SNTs describe their work and assignments, classroom education is in the forefront. Other assignments e.g., supervision or subjectdevelopment exist, but not to the same extent as classroom teaching. It is also common for SNTs to collaborate with professionals both inside and outside the special school. A significant difference exists in interaction between primary and upper secondary school, as they have a common principal. One conclusion that was drawn was that SNTs have many collaboration partners, possess many different skills, and most of them continue as class teachers after the special needs teacher’s degree.
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| 3. |
- Anderson, Lotta, et al.
(författare)
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Speciallärare i särskolan : en profession i gränslandet mellan policy och praktik
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Syftet är att analysera vad som kännetecknar speciallärare i särskolansarbete och uppdrag och vilken samverkan de bedriver inom ochutanför grund-och gymnasiesärskolan och vilka andra aktörer desamarbetar med. Efter det att Lgr 11 infördes finns ett utökat fokuspå akademiska färdigheter i särskolan, vilket ställer nya krav på lärarnaskompetens. Speciallärare med examen från tre universitet isödra Sverige deltog i enkätstudien. Resultaten visar att en majoritetav de svarande har lång erfarenhet innan de började sin utbildningtill speciallärare. De beskriver mötet med eleverna i klassrummetsom en viktig del av sitt arbete och uppdrag. Handledning eller ämnesutvecklingförekommer men inte i samma utsträckning somklassrumsundervisning. Samarbete med professionella utanförsärskolan är vanligt. En slutsats är att specialläraren har många samarbetspartners,besitter olika färdigheter och en majoritet fortsättersom klasslärare efter examen.
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| 4. |
- Anderson, Lotta, et al.
(författare)
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Swedish special needs teachers’ views on their work and collaborations in education for students with intellectual disabilities
- 2019
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Ingår i: The New Educational Review. - : Institute of Education and Communication Research in Silesian University of Technology, Poland. - 1732-6729. ; 57:3, s. 225-235
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Tidskriftsartikel (refereegranskat)abstract
- The aim is to analyze what characterizes the work of special needs teachers and what collaborations they engage in in schools for students with intellectual disability. Special needs teachers with degrees from three different universities in southern Sweden participated in the survey. The results show that a majority of the respondents had long experience before they started the special needs training program and they describe the direct encounters with students in the classroom as an important part of their work. Supervision and subject-development also exist, but not to the same extent as classroom teaching.
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| 5. |
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| 6. |
- Andersson, Helena, et al.
(författare)
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Universal Design for Learning : svensk översättning textversion
- 2020
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Annan publikation (populärvet., debatt m.m.)abstract
- The evolution of CAST’s UDL Guidelines has been a dynamic, collaborative, and developmental process. We shared the first version of the Guidelines—Version 1.0—in 2008. Since that time, we have collected and specifically solicited feedback from the field. This feedback, along with the expanding research in the areas of UDL, education, cognitive science, psychology, and neuroscience, has led us to develop different representations of the Guidelines over time. Each of these representations has a particular goal and traces our learning not only as an organization but as a field more broadly.Version 2.2 (2018)This latest version—Version 2.2—does not represent the “correct” version. Instead, we see this version as yet another representation to more fully explore and articulate the promise of UDL. We have made several structural changes to the graphic organizer to better support educators and other stakeholders who are new to UDL and to more clearly articulate the goal of UDL. About the Graphic Organizer describes these structural changes in more detail, while our FAQ may help answer questions you have about the UDL Guidelines and their relationship to the UDL framework.
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| 7. |
- Aspelin, Jonas, 1964-, et al.
(författare)
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Pre-service special educators’ understandings of relational competence
- 2021
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Ingår i: Frontiers in education: teacher education. - 2504-284X. ; 6, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- Research demonstrates that the teacher-student relationship is essential for students with special educational needs. This article investigates how pre-service special educators (n = 74) perceive teachers’ relational competence, as manifested in their relations with students exhibiting behavioral difficulties. The data comprises educators’ written analyses of teacher-student interactions simulated through digital video, both before and after being provided with explicit criteria on teachers’ relational competence. The findings reveal a change in the educators’ perceptions as they shift from a focus on teaching strategies and the learning environment toward an awareness of teacher-student interaction, and from the teacher’s management of problematic student behavior toward an acknowledgment of the communicative and socio-emotional challenges in contexts involving students with different needs.
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| 8. |
- Aspelin, Jonas, 1964-, et al.
(författare)
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Relationskompetens i specialpedagogiska utbildningar : hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige?
- 2020
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :2, s. 117-142
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second study shows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.
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| 9. |
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| 10. |
- Barow, Thomas, 1969, et al.
(författare)
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Special education needs assessment report in Sweden and Germany: comparative perspectives
- 2018
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Ingår i: Konferensbidrag: The 46th Congress of the Nordic Educational Research Association (NERA): Educational Research: Boundaries, Breaches and Bridges, 8-10 March 2018, University of Oslo, Norway.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/Aim: Recently, in discussions on inclusive education, questions of testing and diagnostic cultures attracted attention (Hamre, Morin & Ydesen, 2018). Within the framework of this project, we have examined special educational needs (SEN) assessment in the Swedish region Scania and the German state North Rhine-Westphalia (NRW). In both countries, investigation procedures are carried out before a pupil is categorized as having SEN. However, the SEN definitions and the categorization processes in Sweden and Germany differ. The investigations are carried out by different occupational groups and decision makers. Special education teachers are always involved, but they are expected to cooperate with other professionals, e.g. regular school teachers (NRW) and the pupil welfare team (Sweden). As an in-depth study, our research aims to examine and analyse the outcomes of these different structures and procedures in Swedish and German SEN assessment reports. The research addresses the following questions: 1. What are the central elements of SEN assessment in Sweden and NRW? 2. How do guardians and the pupils concerned participate in the assessment? 3. Which consequences do the SEN assessment reports suggest? 4. Which thought styles become apparent in the assessment reports? Theoretical frameworks: The research is inspired by the work of Fleck (1979), seeing the supplement, development and transformation of thought styles as being responsible for empirical discovery. It is supposed that the SEN reports are characterised by different thought styles which can be related to a categorical or relational perspective regarding school problems (Emanuelsson, Persson & Rosenqvist, 2001). Methodology/research design: A qualitative research approach was adopted. 30 assessment reports were collected in Scania; 29 in NRW. We accessed the material by contacting schools (Scania) or school administrations (NRW). A content analysis was conducted. Limitations can be seen in the low number of reports and the selection process, being dependent on the preselection of professionals. Expected conclusions/Findings: In an international comparative perspective, both differences and similarities were found. Observations were used as a method of investigation both in Sweden and Germany. However, intelligence tests were often conducted in NRW, but only exceptional in Scania. In both countries, the perspective of guardians and pupils is hardly documented. Regarding consequences of the assessment, measures on the individual level dominate, in the German examples even more notable than in Swedish cases. In line with earlier research this tendency is interpreted as maintenance of a thought style focusing on the pupils’ individual “failure”, and to less extent on the adaptation of the learning environment. Relevance for Nordic Educational Research: Comparative research on assessment will contribute to further discuss and elaborate diagnostic approaches both in the Nordic countries and international. References Emanuelsson, I., Persson, B. & Rosenqvist, J. (2001). Forskning inom det specialpedagogiska området: en kunskapsöversikt. Stockholm: Statens skolverk. Fleck, L. (1979). Genesis and development of a scientific fact. Chicago: University of Chicago Press. Hamre, B., Morin, A. & Ydesen, C. (Eds.) (2018, forthcoming). Testing and Inclusive Schooling: International challenges and opportunities. Abingdon: Routledge.
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