| 1. |
- Johansson, Anna, et al.
(author)
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Special needs educators' roles and work in relation to recently arrived immigrant pupils in need of special educational support
- 2021
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In: Journal of Research in Special Educational Needs. - : WILEY. - 1471-3802. ; 21:4, s. 355-367
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Journal article (peer-reviewed)abstract
- Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes' (1958) concept of 'dirty work' and Abbott's theory of profession (1988).
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| 2. |
- Kalinnikova Magnusson, Liya, 1962-
(author)
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“One step ahead and two steps back” : meeting special education and inclusive challenges in the context of poverty (case study in the context of Republic of Moldova)
- 2016
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In: Journal of Research in Special Educational Needs. - : Wiley. - 1471-3802. ; 16:Suppl. 1, s. 786-788
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Journal article (peer-reviewed)abstract
- During the last 20 years Moldavian and Ukrainian societies have been developing inclusive infrastructures, being under complicated transformative changes. There are two main tendencies of the current situation for children with disabilities. The first one is that the inherited system of internat special schools is rapidly changing its functions, expanding, due to work with children from marginal families. In this case economic polarization forms a specific family strategy to protect their children from family economic problems, “intentionally putting” their children in these special school internats. The second strategy is directed towards deinstitutionalization of the system of special school internats, the development of inclusive infrastructure and involvement the non-profit organizations etc. The article is discussing these tendencies, through a case study approach.
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| 3. |
- Magnússon, Gunnlaugur, 1979-, et al.
(author)
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Varying access to professional, special educational support : A total population comparison of special educators in Swedish independent and municipal schools
- 2018
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In: Journal of Research in Special Educational Needs. - : Wiley-Blackwell. - 1471-3802. ; 18:4, s. 225-238
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Journal article (peer-reviewed)abstract
- Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n=4252) examined after 2001. The aim was to explore and compare the occupational situations of special educators working in Swedish municipal and independent schools. This is done by studying their occupational situations and the values they express regarding identification of - and work with - special support. The results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools have fewer years' experience as special educators, are more often employed part-time than full-time and are more likely to hold other positions in schools (such as head teacher) than those employed in municipal schools. The results further illustrate different organisational approaches towards special educational support. Apparent is that independent schools offer professional special educational resources to a lower degree and utilise them differently. This is likely to influence the situation of pupils in need of support, and has consequences for the image of the Swedish education system.
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| 4. |
- Spjut Jansson, Birgitta, et al.
(author)
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Comparing Imitation Responding and IBT for children with ASD, a preschool intervention
- 2020
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In: Journal of Research in Special Educational Needs. - : Wiley. - 1471-3802. ; 20:2, s. 97-108
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Journal article (peer-reviewed)abstract
- The present study examined the effectiveness of two interventions, Imitation Responding (IR) and Intensive Behavior Treatment (IBT) used as initial treatment programs for autistic children enrolled in ordinary preschools. The interventions were carried out by parents and/or preschool teachers with supervision from Child Adolescent Habilitation and Health Clinics. Children were randomly assigned to either the IR group or the IBT group. The IR group received a new focused imitation treatment averaging 2.2 hours per week, while the children in the IBT group received 14.4 hours treatment per week. The outcome was measured with subscales from PEP-3 and Vineland-II, covering language and social domains. The between-group comparison revealed no significant differences in effect of treatment during the 5 months that encompassed the period from pre- to posttest. Within-group comparisons revealed significant changes on four subscales for the IR-group, with the highest effect sizes for play and expressive language, while for the children in the IBT-group a significant gain was evident for five subscales with the highest effect sizes observed for expressive and receptive language. These findings suggest that IR can be used as an initial and complementary method in settings where IBT is usually the primary treatment of choice.
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| 5. |
- Golding, A., et al.
(author)
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Expectations and experiences of a dance programme for autistic children : A qualitative study of parents, teachers and therapists
- 2024
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In: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802.
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Journal article (peer-reviewed)abstract
- This study explores the expectations of dance therapists/practitioners and parents and teachers of autistic children engaging in a developmental dance programme. Information gathered will support development of an evaluation tool aligned with the International Classification of Functioning Disability and Health (ICF) Core Sets for autism spectrum disorders (ASD). A qualitative study included a convenience cohort of teachers (n = 6), parents (n = 2) of children with ASD and therapists (n = 3). Three role specific focus groups were undertaken considering potential benefits and challenges of the programme. Content and thematic analysis was undertaken using NVivo12. Findings reflected four positive themes relating to behaviour, skills, social interaction and environmental supports. Therapists, teachers and parents focused differently on stereotypical and restricted behaviours, environmental supports and habits and routines respectively. These themes also emerged as challenges (to implement/achieve); with parents identifying more emotional and behavioural restrictions. A fourth challenge theme of transferability of skills emerged from teachers and therapists. Items mapped against 28 ICF Core Sets (across the lifespan) and six to ICF categories, with creativity and imagination mismatched. Findings highlight need for a specific outcome measure for dance and/or movement programmes for autistic individuals that captures meaningful functions across ICF domains for differing stakeholders.
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| 6. |
- Hansson, Susanne, et al.
(author)
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Construction of learning environments : A multiple case study in special education settings
- 2024
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In: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802. ; 24:2, s. 242-253
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Journal article (peer-reviewed)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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| 7. |
- Hatfield, Megan, et al.
(author)
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Factors related to successful transition planning for adolescents on the autism spectrum
- 2018
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In: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802. ; 18:1, s. 3-14
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Journal article (peer-reviewed)abstract
- Adolescents on the autism spectrum often have difficulties with the transition from high school to post-school activities. Despite this, little is known about the transition planning processes for this group. This study explored predisposing, reinforcing and enabling factors related to the transition planning processes for adolescents on the autism spectrum in Australia. The PRECEDE model guided a needs assessment, in which descriptive data about transition planning processes were collected via an online questionnaire from adolescents on the autism spectrum, their parents and professionals (N = 162). Predisposing factors included: an individualised and strengths-focused approach, and adolescent motivation, anxiety and insight. Reinforcing factors included: support and guidance, skill development and real-life experiences. Enabling factors were: having a clear plan with a coordinated approach, scheduled meetings and clear formal documentation. Whilst some factors aligned with recommendations for transition planning for adolescents with disabilities in general, there were some autism-specific factors. For example: anxiety, motivation and insight were important predisposing factors, and providing choice and flexibility was an enabling factor.
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| 8. |
- Hatfield, Megan, et al.
(author)
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"Leaps of faith" : Parents' and professionals' viewpoints on preparing adolescents on the autism spectrum for leaving school
- 2017
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In: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802. ; 17:3, s. 187-197
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Journal article (peer-reviewed)abstract
- Adolescents on the autism spectrum experience difficulty transitioning from secondary school to post-school activities, often due to transition planning processes that do not meet their unique needs. This study identified parents' and professionals' viewpoints on transition planning for adolescents on the autism spectrum. Interviews were completed with nine parents of adolescents on the autism spectrum and four professionals who worked with adolescents on the autism spectrum. A constant comparison approach was used to analyse the transcripts. Four themes were identified, reflecting parents' and professionals' viewpoints on how to meet the transition planning needs of adolescents on the autism spectrum. Supporting adolescents to grasp the big picture can enhance motivation to participate in transition planning. Autism can be an ‘invisible disability’; therefore, encouraging adolescents to be active participants and to be seen in transition planning ensures their individual needs are met. Encouraging adolescents to have high aspirationsin transition planning develops their self-determination. Finally, to be prepared for the transition from school may reduce the adolescent's' anxiety. Adolescents on the autism spectrum face unique challenges in transition planning. The themes identified in this study provide insight into how parents and professionals might support adolescents with these challenges.
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| 9. |
- Hatfield, Megan, et al.
(author)
-
Leaps of faith
- 2017
-
In: Journal of Research in Special Educational Needs. - : WILEY. - 1471-3802. ; 17:3, s. 187-197
-
Journal article (peer-reviewed)abstract
- Adolescents on the autism spectrum experience difficulty transitioning from secondary school to post-school activities, often due to transition planning processes that do not meet their unique needs. This study identified parents and professionals viewpoints on transition planning for adolescents on the autism spectrum. Interviews were completed with nine parents of adolescents on the autism spectrum and four professionals who worked with adolescents on the autism spectrum. A constant comparison approach was used to analyse the transcripts. Four themes were identified, reflecting parents and professionals viewpoints on how to meet the transition planning needs of adolescents on the autism spectrum. Supporting adolescents to grasp the big picture can enhance motivation to participate in transition planning. Autism can be an invisible disability; therefore, encouraging adolescents to be active participants and to be seen in transition planning ensures their individual needs are met. Encouraging adolescents to have high aspirations in transition planning develops their self-determination. Finally, to be prepared for the transition from school may reduce the adolescents anxiety. Adolescents on the autism spectrum face unique challenges in transition planning. The themes identified in this study provide insight into how parents and professionals might support adolescents with these challenges.
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| 10. |
- Holmgren, Martin, 1978-
(author)
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Expanding the special education professional toolbox : a case study of a digitalised special education practice in Sweden
- 2024
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In: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802.
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Journal article (peer-reviewed)abstract
- Two educational trends that have had major impacts on school policies of the last few decades are inclusive education and digitalisation. To that end, the purpose of this study is to examine how inclusive education and the digitalisation of education are related, understood, and represented in one case of Swedish special education practice. Using activity theory as a theoretical framework, the results of this study suggest that the meaning of inclusive education has shifted, and that digitalisation has entailed both congruencies and contradictions in special education activities aiming for inclusive education. Although digitalisation was described as providing alternatives for inclusive school practices, new expectations and work assignments sometimes exceeded the special educators' professional knowledge.
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