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Numrering	Referens	Omslagsbild	Hitta
1.	Andersson, Anna-Lena, 1973-, et al. (författare) Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities 2024 Ingår i: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X. ; 39:4, s. 612-625 Tidskriftsartikel (refereegranskat)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.

Andersson, Anna-Lena, 1973-, et al. (författare)
Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities
2024
Ingår i: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X. ; 39:4, s. 612-625
Tidskriftsartikel (refereegranskat)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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