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- Isaksson, Joakim, 1976-, et al.
(author)
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Articulatory practices on the meaning of special education in Swedish policy documents
- 2009
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Other publication (other academic/artistic)abstract
- This study focuses on how the meaning of special education has been constructed in policy documents and public investigations during recent decades. More specifically, the analysis focuses on acts of articulations regarding the target group for special education, the recommendations about special support measaures and the groups of professionals assigned to deliver such support. The material consists of policy documents, 4 Government Bills and 1 Official report, from the late 1980s, the 1990s and the 2000s. The documents were selected because of their relevance for special education and pupils with special educational needs. Furthermore, the material was subjected to a policy analysis that was inspired by a discourse theory approach. The results of the analysis shows that the target group for special education, i.e. pupils with special educational needs, have been articulated and attributed with different meanings in the selected documents. Such articulations have ascribed different meanings to the official special education discourse over time and affected the choice of recommended support measures and actors involved in such measures.
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- Isaksson, Joakim, 1976-, et al.
(author)
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'Pupils with special educational needs' : a study of the assessments and categorizing processes regarding pupils' school difficulties in Sweden
- 2010
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In: International Journal of Inclusive Education. - London : Routledge. - 1360-3116 .- 1464-5173. ; 14:2, s. 133-151
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Journal article (peer-reviewed)abstract
- One important goal of Swedish educational policies is to integrate all pupils within regular education, irrespective of disability or difficulties in school, and to adjust education to individual needs. The aim of this article was to explore how schools ‘socially construct’, i.e. identify and support, pupils with special educational needs. Another aim was to explore if there were any dominant patterns in the schools’ procedures to differentiate pupils with such needs from ‘normal’ pupils, and how such patterns can be understood in a broader context of educational policies. Interviews were conducted with school personnel from two compulsory schools in a municipality in northern Sweden. We chose to use the grounded theory approach for analysing the interview data. The analysis indicated that there were three different patterns or models for identifying and supporting pupils with special educational needs: a pedagogical, a social or a medical model. Various professionals were involved in different ways in each model. Another finding was that school personnel did not find it easy to sort out and assess ‘special educational needs’, and that the identification of such needs were conditioned upon resources available for the schools.
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- Isaksson, Joakim, et al.
(author)
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'Pupils with special educational needs': a study of the assessments and categorization processes regarding pupils school difficulties
- 2009
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In: International Journal of Inclusive Education. - 1464-5173. ; 14:2, s. 133-151
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Journal article (peer-reviewed)abstract
- One important goal of Swedish educational policies is to integrate all pupils within regular education and to adjust education to individuals needs. The aim of this paper is was to explore how schools 'socially construct', i.e. identify and support, pupils with special educational needs. Another aim was to explore if there were any dominant patterns in the the schools' procedures to to differentiate pupils with such needs from 'normal' pupils, and how such patterns can be understood in a broader context of educational policies. Interviews were conducted with school personell from two compulsory schools. We chose to use the grounded theory approach for analysing the interview data. The analysis indicated that there were three different models for identifying and supporting pupils with special educational needs: a pedagogical, a social or a medical model. Various professionals were involved in different ways in each model. Another finding was that school personell did not find it easy to sort out and assess 'special educational needs', and that the identification of such needs were conditional upon resources available for the schools.
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