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Special needs educators (SNEs) have important roles in many education systems. However, their roles are often poorly defined, and differ greatly both between and within education systems. Studies show that SNEs have diverse tasks, have problems defining their jurisdiction, and approach special support with different perspectives than other professions. Here, the aim is to explore what Swedish SNEs express regarding their occupational role and jurisdiction, utilising 676 free text responses to an open question in a total population survey. The results illustrate that SNEs often have to take on tasks they do not view as appropriate and that they often experience misunderstanding from head teachers and colleagues about their roles and tasks, and that they risk being replaced by other professions. Some explanations can be found in vague legal definitions of their jurisdiction and the necessity of adaption to the local school context. The results are interpreted using Abbott’s theory of jurisdiction and Evetts’ distinctions of professionalisation and professionalism. The study confirms results from prior research to a high degree but adds further nuance and dimensions to them with formulations from active professionals.

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. 

This study explores differences between different groups of Swedish independent schools' work with pupils in need of special support (PNSS). Data comes from a total population study of independent schools. Data is analyzed using six categories of profile that may affect the special educational values at the schools, and therefore the situation for PNSS. Additionally, the data is analyzed with regard to the school ownership structure. Results show that diagnosis is important for receiving support, despite contrary legislative intentions. The groups differ regarding proportions of PNSS (12-100%), incidence of refusals of admission (8-40%), and in the way they explain problems and organize support. Generally, there is little challenge to a deficit perspective in views on school difficulties and the organization of support; market rationality may be a contributing factor. There are more differences between educational profiles of schools than there are between types of school ownership.

Background: There are two occupational groups in Sweden that are expected to have significant impact on educational work related to children in need of special support. These two groups are special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name special educators' to refer to both groups. Special educators are expected to have specific knowledge regarding the identification of, and work with, school difficulties. However, there is noticeably little research concerning these occupational groups. This study was undertaken in order to further our knowledge about special educators' work.Purpose: The overall purpose of the present paper is to provide a first overview of special educators' work. The paper investigates these special educators' perceptions of their occupational role, of their preparedness for the role and of how their role is practised. The paper also illuminates questions about SENCOs' and special education teachers' knowledge and values as well as the grounds for the occupational groups to claim special expertise related to the identification of, and work with, school difficulties.Design and method: A questionnaire was sent out in 2012 to all SENCOs and special education teachers in Sweden who received their degree from 2001 onwards and in accordance with the Swedish examination acts of 2001, 2007 and 2008 (N=4252, 75% response rate).Results: According to the results, special educators state that they are well prepared to work with some tasks, such as counselling, leading development work and teaching children/pupils individually or in groups. Concurrently, there are tasks that the groups are educated for (e.g. school-development work), which they seldom practise in their daily work.Conclusions: Primarily using reasoning concerning jurisdictional control, we discuss SENCOs' and special education teachers' authority to claim special expertise in relation to certain kinds of work, clients and knowledge and thus, their chances of gaining full jurisdictional control in the field of special education.