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Göransson, K., Hellblom-Thibblin, T. & Axdorph, E. (2016). A conceptual approach to teaching mathematics to students with intellectual disability. Scandinavian Journal of Educational Research (2), 182-200
Open this publication in new window or tab >>A conceptual approach to teaching mathematics to students with intellectual disability
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, no 2, p. 182-200Article in journal (Refereed) Published
Abstract [en]

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. 

Place, publisher, year, edition, pages
London: Routledge, 2016
Keywords
mathematical competence, intellectual disability, teaching strategies, classroom research
National Category
Social Sciences Didactics Pedagogical Work
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-28734 (URN)10.1080/00313831.2015.1017836 (DOI)000370681500004 ()2-2-s2.0-84957844208 (Scopus ID)
Available from: 2015-08-21 Created: 2015-08-21 Last updated: 2017-12-04Bibliographically approved
Göransson, K. & Nilholm, C. (2015). Den sociala situationen för barn och elever i svårigheter som undervisas i reguljära klasser och förskolegrupper: En systematisk forskningsöversikt. In: Delrapport från SKOLFORSK-projektet: Tre forskningsöversikter inom området specialpedagogik/inkludering.: (pp. 1-53). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Den sociala situationen för barn och elever i svårigheter som undervisas i reguljära klasser och förskolegrupper: En systematisk forskningsöversikt
2015 (Swedish)In: Delrapport från SKOLFORSK-projektet: Tre forskningsöversikter inom området specialpedagogik/inkludering., Stockholm: Vetenskapsrådet , 2015, p. 1-53Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2015
Series
Vetenskapsrådets rapporter
Keywords
inkludering, social inkludering, specialpedagogik, forskningsöversikt
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-28736 (URN)978-91-7307-283-0 (ISBN)
Funder
Swedish Research Council
Available from: 2015-08-21 Created: 2015-08-21 Last updated: 2017-10-25Bibliographically approved
Nilholm, C. & Göransson, K. (2015). Forskning om inkludering: en SMART översikt. In: Delrapport från SKOLFORSK-projekte: Tre forskningsöversikter inom området inkludering/specialpedagogik (pp. 1-30). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Forskning om inkludering: en SMART översikt
2015 (Swedish)In: Delrapport från SKOLFORSK-projekte: Tre forskningsöversikter inom området inkludering/specialpedagogik, Stockholm: Vetenskapsrådet , 2015, p. 1-30Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2015
Series
Vetenskapsrådets rapporter
Keywords
inkludering, specialpedagogik, forskningsöversikt
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-28737 (URN)978-91-7307-283-0 (ISBN)
Funder
Swedish Research Council
Available from: 2015-08-21 Created: 2015-08-21 Last updated: 2017-10-25Bibliographically approved
Göransson, K. (2015). Speciella yrken? En studie om specialpedagogers och speciallärares yrkesroll. Specialpedagogisk tidskrift - att undervisa (3), 15-17
Open this publication in new window or tab >>Speciella yrken? En studie om specialpedagogers och speciallärares yrkesroll
2015 (Swedish)In: Specialpedagogisk tidskrift - att undervisa, ISSN 2000-429X, no 3, p. 15-17Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Svenska förbundet för specialpedagogik, 2015
National Category
Social Sciences Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-29151 (URN)
Projects
Speciella yrken? Specialpdeagogers och speciallärares arbete och utbildning, VR-projekt Dnr: 2011-5986
Funder
Swedish Research Council, 2011-5986
Available from: 2015-09-27 Created: 2015-09-27 Last updated: 2015-10-07Bibliographically approved
Göransson, K., Lindqvist, G., Klang, N., Magnússon, G. & Nilholm, C. (2015). Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning. Karlstad: Karsltads universitet, Fakulteten för humaniora och samhällsvetenskap
Open this publication in new window or tab >>Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning
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2015 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Karlstad: Karsltads universitet, Fakulteten för humaniora och samhällsvetenskap, 2015. p. 75
Series
Karlstad University Studies, ISSN 1403-8099 ; 2015:13
Keywords
speciallärare, specialpedagog, yrkesroll, enkätstudie
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-28735 (URN)978-91-7063-624-0 (ISBN)
Projects
Speciella yrken? Speciallärares och specialpedagogers arbete och utbildning
Funder
Swedish Research Council, 2011-5986
Available from: 2015-08-21 Created: 2015-08-21 Last updated: 2017-10-31Bibliographically approved
Göransson, K., Lindqvist, G. & Nilholm, C. (2015). Voices of special educators in Sweden: a total-population study. Educational research (Windsor. Print), 57(3), 287-304
Open this publication in new window or tab >>Voices of special educators in Sweden: a total-population study
2015 (English)In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 57, no 3, p. 287-304Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
London: Routledge, 2015
Keywords
special educational needs coordinators (SENCOs); special education teachers; special educators; occupational role; profession; jurisdictional control
National Category
Educational Sciences Pedagogy Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-28733 (URN)10.1080/00131881.2015.1056642 (DOI)000357934500005 ()2-s2.0-84936966914 (Scopus ID)
Projects
Speciella yrken? Speciallärares och specialpedagogers arbete och utbildning
Funder
Swedish Research Council, 2011-5986
Available from: 2015-08-21 Created: 2015-08-21 Last updated: 2017-12-04Bibliographically approved
Göransson, K. & Nilholm, C. (2014). A continuing need for conceptual analysis into research on inclusive education: Response to commentators. European Journal of Special Needs Education, 29(3), 295-296
Open this publication in new window or tab >>A continuing need for conceptual analysis into research on inclusive education: Response to commentators
2014 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 3, p. 295-296Article in journal, Editorial material (Other academic) Published
Keywords
conceptual analysis, inclusive education, research review, response to commentators, special needs
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-25914 (URN)10.1080/08856257.2014.934035 (DOI)000343601200005 ()2-s2.0-84906564503 (Scopus ID)
Available from: 2014-09-12 Created: 2014-09-12 Last updated: 2017-12-05Bibliographically approved
Göransson, K. & Nilholm, C. (2014). Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education. European Journal of Special Needs Education, 29(3), 265-280
Open this publication in new window or tab >>Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education
2014 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 3, p. 265-280Article in journal (Refereed) Published
Abstract [en]

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 analysed with regard to (a) how inclusion is defined and (b) what empirical knowledge there is regarding factors that make schools and classrooms more inclusive. Our point of departure is that we regard inclusion as an idea about what school systems, schools and classrooms should accomplish, and as such, an expression of an educational philosophy. Four different understandings of inclusive education were found: (a) inclusion as the placement of pupils with disabilities in mainstream classrooms, (b) inclusion as meeting the social/academic needs of pupils with disabilities, (c) inclusion as meeting the social/academic needs of all pupils and (d) inclusion as creation of communities. Under a strict definition of inclusive education, hardly any research was found which reliably identified factors that give rise to inclusive processes. The outcome of our analyses are discussed from the perspective that different understandings of inclusion should be seen, to a large extent, as expressions of different views of what schools should accomplish. We also propose that some of the adherents to inclusion as creation of communities can be placed in the grand educational tradition reaching back to Dewey that tries to establish new ideals for school systems in a society in which individualism is perhaps the main ideology. The main conclusions are that the operative meaning of inclusion in reviews and empirical research should be much more clearly defined and that new types of studies are needed.

National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-26724 (URN)10.1080/08856257.2014.933545 (DOI)000343601200001 ()2-s2.0-84940236246 (Scopus ID)
Available from: 2014-11-28 Created: 2014-11-28 Last updated: 2017-12-05Bibliographically approved
Magnússon, G., Göransson, K. & Nilholm, C. (2014). Similar Situations? Special Needs in Different Groups of Independent Schools. SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, 59(4), 377-394
Open this publication in new window or tab >>Similar Situations? Special Needs in Different Groups of Independent Schools
2014 (English)In: SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, ISSN 0031-3831, Vol. 59, no 4, p. 377-394Article in journal (Refereed) Published
Abstract [en]

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.

Keywords
inclusion, independent schools, pupils in need of special support, school choice
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-25672 (URN)10.1080/00313831.2014.904422 (DOI)000357019600001 ()2-s2.0-84933676709 (Scopus ID)
Note

Correspondence Address: Magnússon, G.; Mälardalen University, School of Education, Culture and Communication, Eskilstuna, Swedenemail: gunnlaugur.magnusson@mdh.se

Available from: 2014-07-14 Created: 2014-07-14 Last updated: 2018-02-26Bibliographically approved
Göransson, K. & Nilholm, C. (2013). Inkluderande undervisning - vad kan man lära av forskningen. Härnösand: Specialpedagogiska skolmyndigheten
Open this publication in new window or tab >>Inkluderande undervisning - vad kan man lära av forskningen
2013 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Härnösand: Specialpedagogiska skolmyndigheten, 2013. p. 95
Series
FoU skriftserie ; 3
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-23998 (URN)978-91-28-00458-9 (ISBN)
Available from: 2013-12-23 Created: 2013-12-23 Last updated: 2014-01-20Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1905-5154

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