Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden

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Göransson, KerstinKarlstads universitet,Institutionen för pedagogiska studier (from 2013),Specialpedagogiska gruppen (author)

Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden

Article/chapterEnglish2017

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2016-10-17
Informa UK Limited,2017
printrdacarrier

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LIBRIS-ID:oai:DiVA.org:uu-312795
https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-312795URI
https://doi.org/10.1080/00131911.2016.1237477DOI
https://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35791URI
https://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-32218URI
https://urn.kb.se/resolve?urn=urn:nbn:se:du-23091URI
https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48519URI

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Language:English
Summary in:English

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Subject category:art swepub-publicationtype

Notes

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.

Subject headings and genre

SAMHÄLLSVETENSKAP Utbildningsvetenskap hsv//swe
SOCIAL SCIENCES Educational Sciences hsv//eng
MEDICIN OCH HÄLSOVETENSKAP Hälsovetenskap hsv//swe
MEDICAL AND HEALTH SCIENCES Health Sciences hsv//eng
SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogiskt arbete hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogical Work hsv//eng
Special needs educators
support teachers
jurisdictional control
occupational roles
inclusion
work tasks
Pedagogik
Education
Utbildning och lärande
Specialpedagogik

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Lindqvist, GunillaHögskolan Dalarna,Uppsala universitet,Institutionen för pedagogik, didaktik och utbildningsstudier,Uppsala universitet, Högskolan Dalarna,Department of Education, Uppsala University, Uppsala, Sweden,Uppsala Univ, Dept Educ, Uppsala, Sweden.;Dalarna Univ, Sch Educ Hlth & Soc, Falun, Sweden.,Pedagogik,REDDI(Swepub:du)gln (author)
Möllås, GunvieJönköping University,Communication, Culture and Diversity (CCD),Jönköping university(Swepub:hj)mogu (author)
Almqvist, Lena,1963-Jönköping University,Mälardalens högskola,Hälsa och välfärd,ChiP,Communication, Culture and Diversity (CCD),School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden(Swepub:hj)alle (author)
Nilholm, Claes,1957-Uppsala universitet,Institutionen för pedagogik, didaktik och utbildningsstudier,Uppsala Univ, Dept Educ, Uppsala, Sweden.,Department of Education, Uppsala University, Uppsala, Sweden(Swepub:uu)clani950 (author)
Karlstads universitetInstitutionen för pedagogiska studier (from 2013) (creator_code:org_t)

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In:Educational review (Birmingham): Informa UK Limited69:4, s. 490-5050013-19111465-3397

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