Professionalism, governance and inclusive education – A total population study of Swedish special needs educators

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Professionalism, governance and inclusive education – A total population study of Swedish special needs educators

Göransson, Kerstin, 1955- (author): Karlstads universitet,Institutionen för pedagogiska studier (from 2013),Karlstads universitet, Karlstad, Sweden

Lindqvist, Gunilla (author): Uppsala universitet,Institutionen för pedagogik, didaktik och utbildningsstudier,PS

Klang, Nina (author): Uppsala universitet,Institutionen för pedagogik, didaktik och utbildningsstudier,PS

Magnússon, Gunnlaugur, 1979- (author): c School of Education, Culture and Communication, Mälardalen University, Eskilstuna, Sweden,Mälardalens högskola

Almqvist, Lena, 1963- (author): Jönköping University,Mälardalens högskola,Hälsa och välfärd,CHIP,School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden,HLK, CHILD

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2018-02-22
2019
English.
In: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 23:9, s. 559-574

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Journal article (peer-reviewed)

Abstract Subject headings

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.

Subject headings

SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)

Keyword

educational organisation
inclusive education
professional role
SNEs
special education
Pedagogiskt arbete
Educational Work
Pedagogik

Publication and Content Type

ref (subject category)
art (subject category)

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SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...

SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Pedagogy

Articles in the publication: International Jo ...

By the university: Karlstad University; Mälardalen University; Jönköping University; Uppsala University; Högskolan Dalarna

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