| 1. |
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| 2. |
- Göransson, Kerstin, 1955-, et al.
(author)
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Country report Sweden
- 2008
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In: Early Childhood Education in Inclusive Settings - Erstausgabe. - Siegen : Comenius/ECEIS. - 9783934963177
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Book chapter (other academic/artistic)
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| 3. |
- Winqvist, Marianne, et al.
(author)
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Stöd till anhöriga : erfarenheter från åtta kommuner 2010-2012
- 2012
-
Reports (other academic/artistic)abstract
- Ett omfattande arbete har utförts i landets kommuner sedan slutet av 1990-talet för att utveckla stödet till anhöriga. Staten har bidragit med cirka enmiljard kronor i stimulansmedel och en förändring har införts i Socialtjänstlagen som innebär att kommunerna har en skyldighet att erbjuda anhöriga stöd.I denna undersökning kartläggs och följs stödet till anhöriga under tre år i åtta kommuner. De studerade kommunerna är Borås, Härjedalen, Hässleholm, Malmö, Skara, Strängnäs, Uppsala och Västervik. I rapporten presenteras resultatet av kartläggningen för år 2010. Syftet med studien är att:Kartlägga innehållet i stödet till anhöriga, hur stödet organiseras, planeras,följs upp och utvärderas inom äldre-, funktionshinder- och individ-och familjeområdet samt samverkan mellan kommun, landsting,ideella organisationer och andra aktörer inom området.Undersöka hur de olika huvudintressenterna bedömer kvaliteten påstödet till anhöriga.Under tre år följa utvecklingen i de kommuner/kommundelar som ingår i studien.
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| 4. |
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| 5. |
- Caffaro, Federica, et al.
(author)
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Falls from Tractors in Older Age : Risky Behaviors in a Group of Swedish and Italian Farmers Over 65
- 2019
-
In: Proceedings of the 20th Congress of the International Ergonomics Association (IEA 2018). : Aging, Gender and Work, Anthropometry, Ergonomics for Children and Educational Environments - Aging, Gender and Work, Anthropometry, Ergonomics for Children and Educational Environments. - Cham : Springer International Publishing. - 9783319960647 - 9783319960654 ; , s. 78-86, s. 78-86
-
Conference paper (peer-reviewed)abstract
- The frequent mounting and dismounting the tractor required by many farming operations increases the risk of falls, particularly for older farmers. The present study explored the risk factors related to tractor ingress and egress in older farmers from two countries with a different tradition in terms of safety culture: Sweden and Italy. Eighteen male farmers aged 65 + (8 from Skåne region, southern Sweden, and 10 from Piedmont region, northwestern Italy) were observed while mounting and dismounting their most used tractor, to investigate the routine behaviors adopted and to identify possible sources of risk of fall. The presence of three critical behaviors was recorded: the maintenance of three-point contact with the machine when entering and exiting the cab; facing the cab and the use of the last step when exiting. Farmers were also interviewed about their health status, attitudes toward safety, and perceived risks while performing the task. The results showed that similar unsafe behaviors were adopted by most of both Swedish and Italian participants; in particular, none of the farmers got off the tractor by facing the cab. Older farmers from both countries referred to age and previous experience as the major protective factors against falls, without acknowledging that new risks can rise from the age-related changes in their motor skills. The results raised some considerations about the need to develop targeted elderly-centered solutions to support the correct mounting/dismounting behaviors, both in the design of the machines and in information campaigns and training courses, which may have a cross-cultural validity.
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| 6. |
- Cameron, David Lansing, et al.
(author)
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A comparative study of special educator preparation in Norway and Sweden
- 2018
-
In: British Journal of Special Education. - : Wiley. - 0952-3383 .- 1467-8578. ; 45:3, s. 256-276
-
Journal article (peer-reviewed)abstract
- The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils’ social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context.
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| 7. |
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| 8. |
- Carlhed, Carina, et al.
(author)
-
Sekvensmodellen : en ny metod för att studera institutionella villkor och ömsesidiga förväntningar avseende samverkan mellan professionella och föräldrar
- 2012
-
In: Fokus på familien. - : Universitetsforlaget. - 0332-5415 .- 0807-7487. ; :4, s. 294-312
-
Journal article (peer-reviewed)abstract
- The article describes a pilot study about a model for research on social conditions for institutional encounters between parents/custodians and professionals within habilitation services in Sweden. The main aim in using the model is to involve both parts in the institutional meeting in the research through critical analysis of how parent-professional collaboration is constructed within this frame. The model builds on sequences of interviews and observations of the encounters. The model could easy be applied in other institutional settings, where conversations are in use for planning interventions. The article discusses the social conditions for institutional encounters and parent collaboration and individual plans as tools in the processes.
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| 9. |
- Carlhed, Carina, 1967-, et al.
(author)
-
Sekvensmodellen : en ny metod för att studera institutionella villkor och ömsesidiga förväntningar avseende samverkan mellan professionella och föräldrar
- 2012
-
In: Fokus på familien. - Oslo : Universitetsforlaget. - 0332-5415 .- 0807-7487. ; :4, s. 294-312
-
Journal article (peer-reviewed)abstract
- Artikeln beskriver en förstudie om genomförande av en modell för att studera de sociala villkoren för institutionella möten mellan professionella och vårdnadshavare/föräldrar inom svensk habilitering. Det övergripande syftet med modellen är att involvera samtliga parter i det institutionella samtalet i forskningen, genom att kritiskt undersöka hur föräldrasamverkan konstrueras inom ramen för institutionella samtal. Modellen består av intervju- och observationssekvenser i mötet mellan föräldrar och professionella. Modellen kan användas i andra institutionella sammanhang där samtalet står i fokus för planering av åtgärder. Artikeln diskuterar de sociala villkoren för institutionella möten och föräldrasamverkan samt individuella planer som verktyg i processer.
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| 10. |
- Eriksson Gustavsson, Anna-Lena, et al.
(author)
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Inledning
- 2011
-
In: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur. - 9789144068909 ; , s. 13-32
-
Book chapter (pop. science, debate, etc.)
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| 11. |
- Eriksson Gustavsson, Anna-Lena, et al.
(author)
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Inledning
- 2011. - 1:1
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In: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur. - 9789144068909 ; , s. 13-32
-
Book chapter (other academic/artistic)abstract
- Den här boken handlar om vardagligt arbete med elever i behov av särskilt stöd. Den ger inblickar i vad som händer inom skolans väggar när lärare utför två av sina viktigaste uppdrag, att förebygga och underlätta för elever som hamnat i svårigheter i skolarbetet. Boken erbjuder också läsaren goda möjligheter att reflektera över den egna synen på specialpedagogiskt arbete i skolan. I bokens kapitel illustreras flera skilda sätt att arbeta med elevgrupper, vilket innebär att läsaren möter en rad olika skolmiljöer och lärare. Områden som behandlas är bl.a.:- förebyggande arbete och kollegahandledning- lärande i matematik- inkluderad undervisning i liten klass- särskild undervisningsgrupp- föräldrainflytande och dokumentation Boken vänder sig i första hand till studenter på lärarutbildning men riktar sig också till verksamma lärare i grundskolan och andra med intresse av området. För den lärarstudent som ännu inte kommit i kontakt med elever i behov av särskilt stöd ger boken en rad levande exempel på hur sådana möten kan se ut.
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| 12. |
- Granlund, Mats, et al.
(author)
-
Utvecklingsstörning
- 2011
-
In: Nya Omsorgsboken. - Malmö : Liber. - 9789147095193 ; , s. 12-19
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Book chapter (other academic/artistic)
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| 13. |
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| 14. |
- Göransson, Kerstin, et al.
(author)
-
A conceptual approach to teaching mathematics to students with intellectual disability
- 2016
-
In: Scandinavian Journal of Educational Research. - London : Routledge. - 0031-3831 .- 1470-1170. ; :2, s. 182-200
-
Journal article (peer-reviewed)abstract
- Swedish compulsory school for students with intellectual disability (ID) has been criticized for focusing on care and not presenting the students with enough knowledge-related challenges. The purpose of this study is to investigate how a conceptually-based mathematics curriculum can be interpreted and constructed for students with ID. A total of 18 mathematics lessons in 6 classes forstudents with ID were filmed, and the teachers were interviewed in connection with the lessons. Aqualitative content analysis approach was used to identify aspects of mathematical competency content and to analyze the teaching. Three major groups of teaching strategies are identified: pedagogical mathematics activities, focusing on students’ perceptions of mathematical content, and encouraging dialogue between students.
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| 15. |
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| 16. |
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| 17. |
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| 18. |
- Göransson, Kerstin, et al.
(author)
-
Challenging traditions? : pupils in need of special support in Swedish independent schools
- 2012
-
In: Nordic Studies in Education. - : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; :3-4, s. 262-280
-
Journal article (peer-reviewed)abstract
- This article presents the general situation for pupils in need of special support (PNSS) in Swedish independent compulsory schools. The analysis is based on a survey of all independent schools in Sweden. The results show that the number of PNSS is lower in independent schools than in municipal schools and that a deficit perspective seems to be common regarding explanations for school problems. There is, however, great diversity among the schools. The conclusions are that school choice as a challenge to the traditional way of conceiving education seems to be more effective for some other groups of pupils than for PNSS and that there are few signs that independent schools challenge traditions in work with PNSS.
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| 19. |
- Göransson, Kerstin, et al.
(author)
-
Challenging Traditions? : Pupils in Need of Special Support in Swedish Independent Schools
- 2012
-
In: Nordic Studies in Education. - Oslo : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 32:4, s. 262-280
-
Journal article (peer-reviewed)abstract
- This article presents the general situation for pupils in need of special support (PNSS) within the Swedish independent compulsory schools. The analysis is based upon a survey of all independent schools in Sweden. Results show that the amount of PNSS is lower in independent schools than in municipal schools and that a deficit perspective seems to be common regarding explanations of school problems. There is, however, great diversity among the schools. Conclusions are that the challenge of independent schools to the traditional way of conceiving education, regarding school choice, seems to be more effective less for some other groups of pupils than for PNSS and that there are few signs that independent schools challenge traditions in work with PNSS in municipal schools.
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| 20. |
- Göransson, Kerstin, et al.
(author)
-
Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education
- 2014
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In: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 29:3, s. 265-280
-
Journal article (peer-reviewed)abstract
- The purpose of this paper is to critically analyse research about inclusive education.Prior reviews and the outcome of a recent search of databases are analysedwith regard to (a) how inclusion is defined and (b) what empirical knowledgethere is regarding factors that make schools and classrooms more inclusive. Ourpoint of departure is that we regard inclusion as an idea about what school systems,schools and classrooms should accomplish, and as such, an expression ofan educational philosophy. Four different understandings of inclusive educationwere found: (a) inclusion as the placement of pupils with disabilities in mainstreamclassrooms, (b) inclusion as meeting the social/academic needs of pupilswith disabilities, (c) inclusion as meeting the social/academic needs of all pupilsand (d) inclusion as creation of communities. Under a strict definition of inclusiveeducation, hardly any research was found which reliably identified factorsthat give rise to inclusive processes. The outcome of our analyses are discussedfrom the perspective that different understandings of inclusion should be seen, toa large extent, as expressions of different views of what schools should accomplish.We also propose that some of the adherents to inclusion as creation ofcommunities can be placed in the grand educational tradition reaching back toDewey that tries to establish new ideals for school systems in a society in whichindividualism is perhaps the main ideology. The main conclusions are that theoperative meaning of inclusion in reviews and empirical research should bemuch more clearly defined and that new types of studies are needed.
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| 21. |
- Göransson, Kerstin, 1955-
(author)
-
De liknade varandra men inte mer än andra : begåvningshandikapp och interpersonellt samspel
- 1995
-
Doctoral thesis (other academic/artistic)abstract
- The purpose of this thesis is to develop a model for analysing interpersonal interaction. Thereafter, based on the foundation of this model, construct an analysis of research as well as a content and methodological analysis. This model is then to be replicated in an empirical study within the framework of self contained special educational classes consisting of pupils with mental retardation.The model of interaction is developed from a structuralistic perspective. It is based on the work of Kylén and theorists such as Piaget and Bronfenbrenner. Interpersonal interaction between two or more persons is seen as the function of their relationship and their interpersonal behaviour, personal characteristics of the individuals and properties of the environment in which the interaction occurs. The analysis of research includes 155 articles published in international research journals between 1970 and 1989. The content and methodological analysis is based on Kuhn. The empirical study which focused on interpersonal interaction is based on observational data collected from 24 special educational classes under natural class-room conditions.One of the results from the analysis of research was that mental retardation with high probability leads to deviating interpersonal interaction. This however can not be explained by the individuals intellectual disability, as supported by studies of the relationship between intelligence and interaction. Results from the methodological and content analysis showed that selection of methods as well as subject matter cannot be explained solely by scientifically based statements of a methodological and theoretical nature. Implications for the validity of the scientifically based knowledge of the area are discussed. Results from the empirical study illustrated that within the majority of the classes interpersonal interaction was scarce and often no interaction occurred at all. It also showed that a majority of the interaction sequences were <15 seconds. Implications for the development of students interpersonal skills are discussed. Results also showed that the utilized pedagogical strategies were not optimal for stimulating interpersonal interaction or the development of interpersonal skills. The findings are discussed in relation to traditionally and historically based concepts regarding the role of school, which has primarily been to assist students in accomplishing academic achievements. In the final chapter the results from the different sections of the study are discussed from the perspective of normalization and integration. The results are also discussed from the perspective of their implications for future research on interpersonal interaction.
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| 22. |
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| 23. |
- Göransson, Kerstin, et al.
(author)
-
Den sociala situtionen för barn och elever i svårigheter som undervisas i reguljära klasser.
- 2015
-
Reports (other academic/artistic)abstract
- SAMMANFATTNINGFöreställningen om betydelsen av en inkluderande skolverksamhet är internationellt mycket spridd och rotad iolika utbildningssystem. För många barn och elever i svårigheter (EiS) i förskola och skola innebär det, på ettmycket konkret plan, att de inte särskiljs utan undervisas i reguljära klasser/grupper tillsammans med eleversom inte betraktas vara i skolsvårigheter. Skolverkets statistik visar att de allra flesta eleverna i grundskolansom är i behov av särskilt stöd erhåller detta stöd inom ramen för den reguljära klassen. Samtidigt visar statistikatt andelen elever i särskilda undervisningsgrupper i grundskolan har ökat de senaste två läsåren. Under detsenaste årtiondet har vidare alltfler fristående skolor som speciellt riktar sig till elever i behov av särskilt stödökat. I de fallstudier som Skolverket genomfört uppges sociala problem och mobbning i den reguljära skolanvara två av de främsta anledningarna till att elever och föräldrar valt en skola med speciell inriktning på särskiltstöd.Syftet med föreliggande forskningsöversikt är att redovisa en bild av vad empiriskt grundad forskning visarom den sociala situationen för barn och elever i svårigheter i förskolan eller som har sin skolgång i reguljäraklasser inom grundskola och gymnasium. I översikten ingår 53 artiklar med empirisk originalforskning. På ettövergripande plan visar översikten att EiS som grupp riskera att ha en något sämre social situation, i denbemärkelsen de riskerar att ha något färre vänner, något lägre frekvens samspel, och med mindre sannolikhettillhöra klicken av mest populära elever eller barn i klassen eller gruppen. Samtidigt visar översikten attgruppen inte förfaller ha en marginaliserad eller stigmatiserad roll, barnen och eleverna har vänner, det är intestörre sannolikhet att dessa barn och elever isoleras eller blir utfrysta av sina kamrater än andra barn och elever,det framkommer även att det är stora variationer mellan eleverna och barnen samt att flera skolmiljöerförefaller ha skapat likartade förutsättningar för elevgrupperna att utveckla en känsla av tillhörighet ochtillfredsställelse med skolan. Resultaten diskuteras utifrån kontakt- respektive homofili- ellerlikhetshypoteserna.Översikten visar vidare att det finns brister i den bild som framträder i forskningen om elevernas situation.Det behövs forskning som belyser äldre elevers sociala situation liksom mer forskning om barns socialasituation i förskolan. Vidare behövs forskning som identifierar faktorer i miljön av betydelse för elevernassociala situation, det behövs således forskning som undersöker elevers sociala situation i olika skolmiljöer,miljöer som t.ex. kännetecknas av olika arbetssätt, olika gruppstrukturer och grupprocesser. Slutligen menar viatt forskning med tolkande och kritiska kunskapsintressen bör skapas ett större utrymme för att fördjupa ochnyansera den forskningsmässigt grundade kunskapsbilden av ett mycket komplext område.
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| 24. |
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| 25. |
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| 26. |
- Göransson, Kerstin, et al.
(author)
-
Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden
- 2017
-
In: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 69:4, s. 490-505
-
Journal article (peer-reviewed)abstract
- Special needs educators and their counterparts are expected to play a significant role in schools' work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, special needs educators (SNEs) with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this paper are to investigate the occurrence of SNEs and SuTs within the compulsory school system in ten municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in ten municipalities (n=511, response rate 61.6%). Main results indicate that: a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; and d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a ‘traditional special-education teacher’. Results are discussed in relation to Skrtic’s (1991, 1995) theoretical accounts of inclusive education and Abbott’s (1988) notion of jurisdictional control.
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| 27. |
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| 28. |
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| 29. |
- Göransson, Kerstin, 1955-, et al.
(author)
-
Inclusive education in Sweden? A critical analysis
- 2011
-
In: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 15:5, s. 541-555
-
Journal article (peer-reviewed)abstract
- When it comes to pupils in need of special support and pupils with disabilities, Sweden's compulsory school system is sometimes considered a one-track system. This article analyses and critically discusses current policy and practices at various levels of Sweden's compulsory school system for these pupils. The analysis traces three themes at the national and municipal levels: (1) values and goals; (2) organisation and placement of pupils; and (3) importance of categories in obtaining support. A rather complex picture emerges from this analysis. Several conclusions are made: (1) state policies leave a lot of room for interpretation at the municipal and school levels, and this results in an extensive variation; (2) Swedish state policy is not as inclusive as is often stated; (3) celebration of difference seems to be hard to achieve; (4) learning goals can be a double-edged sword with regard to inclusion; and (5) most pupils appear to enjoy participation in school, and in an international perspective, Swedish classrooms seem to be largely democratic.
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| 30. |
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| 31. |
- Göransson, Kerstin, 1955-, et al.
(author)
-
Inledning
- 2011
-
In: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur AB. - 9789144068909 ; , s. 13-32
-
Book chapter (other academic/artistic)
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| 32. |
- Göransson, Kerstin, et al.
(author)
-
Inledning
- 2011
-
In: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur. - 9789144068909 ; , s. 13-32
-
Book chapter (other academic/artistic)
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| 33. |
- Göransson, Kerstin, 1955-
(author)
-
L´inclusion:différentes perspectives, différentes significations
- 2009
-
In: La nouvelle revue de l´adaptation et de la scolarisation. - Suresnes, France : Institut national supérieur de formation et de recherche pour l´education des jeunes handicapés et les enseignements adaptés (INS HEA). - 1957-0341. ; 46:2, s. 11-16
-
Journal article (peer-reviewed)
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| 34. |
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| 35. |
- Göransson, Kerstin
(author)
-
L'inclusion : Différentes perspectives, différentes significations
- 2009
-
In: La nouvelle revue de l´adaptation et de la scolarisation. - 1957-0341. ; 46:2, s. 11-16
-
Journal article (peer-reviewed)abstract
- In this article we discuss the different ways to understand the reasons for which some children actively participate in preschool activities whereas others are more or less excluded from them. We will also discuss the different meanings of the concept of inclusion. We will see how we comprehend the problem of « exclusion from the group », which has an impact on our understanding of inclusion as well as implications for the way we define the preschool period for children with disabilities and/or requiring special help.
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| 36. |
- Göransson, Kerstin, et al.
(author)
-
Local school ideologies and inclusion : the case of Swedish independent schools
- 2013
-
In: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 28:1, s. 49-63
-
Journal article (peer-reviewed)abstract
- This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic-inclusive and the market-oriented-exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketisation are finally discussed.
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| 37. |
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| 38. |
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| 39. |
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| 40. |
- Göransson, Kerstin
(author)
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Olikhetens plats i den inkluderande skolan
- 2007
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In: Därför inkludering. - Härnösand : Specialpedagogiska skolmyndigheten. - 9789128000376 ; , s. 65-71
-
Book chapter (other academic/artistic)
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| 41. |
- Göransson, Kerstin, et al.
(author)
-
Om smygrepresentativitet i pedagogiska avhandlingar
- 2009
-
In: Pedagogisk forskning i Sverige. - Göteborgs universitet, Insitutionen för pedagogik och didaktik. - 1401-6788 .- 2001-3345. ; 14:2, s. 136-142
-
Journal article (peer-reviewed)
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| 42. |
- Göransson, Kerstin
(author)
-
Pedagogical traditions and conditions for inclusive education
- 2006
-
In: Scandinavian Journal of Disability Research. - : Stockholm University Press. - 1501-7419 .- 1745-3011. ; 8:1, s. 67-74
-
Journal article (peer-reviewed)abstract
- The idea of ‘‘a school for all’’ has been on the agenda for a long time both within disability research and educational practices. Experiences however show that there is a long way between idea and realization of that idea. This article looks into conditions to develop an inclusive school from the perspective of different pedagogical ideas and traditions. It argues that one roughly can distinguish between two pedagogical traditions with different ideas about such things as learning, knowledge, teaching and diversity. It also argues that there is no self-evident correspondence between pedagogical ideas manifested in today’s educational practice and pedagogical ideas the pedagogues of today hold for true.
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| 43. |
- Göransson, Kerstin, 1955-, et al.
(author)
-
Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
- 2019
-
In: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 23:9, s. 559-574
-
Journal article (peer-reviewed)abstract
- Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.
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| 44. |
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| 45. |
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| 46. |
- Göransson, Kerstin, 1955-, et al.
(author)
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Segregated education as a challenge to inclusive processes : a total population study of Swedish teachers' views on education for pupils with intellectual disability
- 2022
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In: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 26:14, s. 1367-1382
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Journal article (peer-reviewed)abstract
- Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling.
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| 47. |
- Göransson, Kerstin
(author)
-
Skolutveckling som förebyggande arbete
- 2011
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In: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur AB. - 9789144026749 - 9789144068909 ; , s. 33-54
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Book chapter (other academic/artistic)
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| 48. |
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| 49. |
- Göransson, Kerstin, et al.
(author)
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Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning : En enkätstudie
- 2015
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Reports (other academic/artistic)abstract
- Forskningsprojektet ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning” är finansierat av Vetenskapsrådet. I den här rapporten redovisas resultat från delprojekt 1. Syftet med rapporten är att ge en övergripande och representativ bild av specialpedagogers och speciallärares yrkesroll. Det empiriska materialet utgörs av data från en enkätundersökning som omfattar alla som tagit specialpedagog- eller speciallärarexamen från och med 2001 års examensordning (4252 personer, svarsfrekvens 75%). I rapporten redovisas vilka kunskaper och värderingar yrkesgrupperna bedömer att deras utbildning har resulterat i, vilka arbetsuppgifter de menar kännetecknar deras praktiserande av yrkesrollen, och även vilka förutsättningar yrkesgrupperna har att hävda en specifik expertis vad gäller att identifiera och arbeta med skolproblem. Rapporten riktar sig i främsta hand till praktiskt verksamma inom skolverksamheten på olika nivåer, lärarutbildare och blivande specialpedagoger och speciallärare.
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| 50. |
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