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| 2. |
- Almqvist, Lena, 1963-, et al.
(author)
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Små barns psykiska hälsa
- 2011
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In: Psykisk hälsa. - Stockholm : Föreningen Psykisk hälsa. - 0033-3212. ; :3, s. 10-17
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Journal article (pop. science, debate, etc.)
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| 3. |
- Andersson, Anna-Lena, 1973-, et al.
(author)
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Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities
- 2023
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In: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X.
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Journal article (peer-reviewed)abstract
- In Sweden, the Compulsory School for Students with Intellectual Disabilites (CSSID) is currently experiencing political change, as this type of school is being renamed and is undergoing organisational changes. The inclusion of children with intellectual disabilities (ID) in schooling, and in general society, has been challenged and debated for decades; such debates are at the heart of some of these changes. In this study, we have systematically investigated the policy work (e.g. government reports and statements) preceding and governing the changes. Hence, the purpose of the study is to contribute knowledge on how policy documents inscribe meaning to the inclusion of children with ID. Results show that discourses on inclusion are connected to neoliberal values and practices, such as assessment, global comparison, and accountability. It has been suggested that this may have a profound and long-term effect on how children with ID are fabricated and hence, how the child with ID and their education can be understood in terms of being included in the idea of ‘all students’ in policy, and in addition, in practice.
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| 5. |
- Andersson, Anna-Lena, 1973-, et al.
(author)
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The stealth policy of inclusion of students with intellectual disability
- 2022
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In: EDUCATION AND INVOLVEMENT IN PRECARIOUS TIMES. - : School of Education, University of Iceland. - 9789935468222 ; , s. 1039-1039
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Conference paper (peer-reviewed)abstract
- The Swedish school system is currently undergoing a change, one in which issues of inclusion for students with ID are at stake. Policy documents mirror ideas, beliefs and value systems that are expressed in the society. In order to better understand the processes of in(ex)clusion of students with ID there is a need to analyze policy. In this study we have analyzed 61 parliamentary texts, such as propositions, decisions and investigations from 2011- 2021 considering compulsory school for students with intellectual disabilities, CSSID (Grundsärskola). Specifically, the analysis focused on how inclusion and students with intellectual disability were fabricated by contemporary policy discourses. Findings indicated that inclusion was fabricated as equal rights to schooling, as the right to be assessed and accountability and as being closer to the norm. Furthermore, the results show a strive for alignment of the structure of schools for children without ID and children with ID to synchronize the work between the school forms, and that much emphasis is put on students’ equal participation in the assessment of knowledge. This seems to mean “sameness” regarding hours, and systems in place for assessment. From this our conclusion is that inclusion is above all to be an active neoliberal subject and the most important thing is then that the organizational structures are in alignment. Hence/ this is example on what Allan (2015) calls the Stealth bureaucracy in Sally Tomlinsson’s irresistible rise of the SEN industry. Allan, J. (2015). Stealth bureaucracy in Sally Tomlinsson’s irresistible rise of the SEN industry. In (Eds.), Chris Forlin, Phyllis Jones & Scott Danforth, Foundations of inclusive education research, International perspectives on inclusive education vol 6, p37-52. Bingley: Emerald Group Publishing Limited. The Open Parliament Laboratory (2021). Örebro universitets analystjänst för riksdagsdata. www.riksdagsdata.oru.se
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| 6. |
- Andersson, Anna-Lena, et al.
(author)
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Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning
- 2017. - 1
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In: Barns övergångar. - Lund. - 9789144115481 ; , s. 151-167
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Book chapter (peer-reviewed)abstract
- Barn som har intellektuell funktionsnedsättning kan få sin undervisning i grundskolan, men läsa enligt grundsärskolans läroplan. Hur är det att göra övergångar mellan olika skolformer och olika skolor för barn som har intellektuell funktionsnedsättning? Hur kan det se ut för dessa barn i förskola och skolan innan utredning inför mottagande i särskola, under utredning och efter utredning? Detta kapitel diskuterar just dessa frågor och presenterar tre föräldraberättelser om sina barns skoltid.
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| 7. |
- Bagger, Anette, 1974-, et al.
(author)
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Mediala diskurser om inkludering : En berättelse om (gem)ensamhet
- 2021
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In: Utbildning och Demokrati. - Örebro : Pedagogiska institutionen, Örebro universitet. - 1102-6472 .- 2001-7316. ; 30:1, s. 45-74
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Journal article (peer-reviewed)abstract
- Discourses on Inclusion in Media. This article explores discourses on inclusion in articles about education in Sweden’s four largest newspapers, and how these discourses position children, students, teachers, and schools. The findings indicate that the journalistic practices of agendization, accountabilization, factualization, emphasizing, and sensationalization have impacted arguments and increased the newsworthiness of the subject. Inclusion is often discussed in a sporadic and inconsistent way and students and teachers are often positioned out of a deficit perspective. Discourses were demarcated on three interrelated levels: an individual level, an organisational level, and a societal level.
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| 9. |
- Björck-Åkesson, Eva, 1952-, et al.
(author)
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The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention - feasibility and usefulness as a common language and frame of reference for practice
- 2010
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In: Disability and Rehabilitation. - London : Taylor & Francis. - 0963-8288 .- 1464-5165. ; 32:S1, s. S125-S138
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Journal article (peer-reviewed)abstract
- Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.
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