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Different agendas?: The views of different occupational groups on special needs education
Dalarna University, Falun, Sweden.
Jönköping University, Linköping, Sweden.
Mälardalen University, School of Health, Care and Social Welfare. (CHiP)ORCID iD: 0000-0001-5904-1390
Dalarna University, Falun, Sweden.ORCID iD: 0000-0003-2482-9086
2011 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 26, no 2, p. 143-157Article in journal (Refereed) Published
Abstract [en]

The purpose of the present paper is to investigate how different occupational groups explain why children have problems in school, how they believe schools should help these children and the role they believe that special educational needs coordinators (SENCOs) should have in such work. A questionnaire was distributed to all teaching and support staff in a Swedish municipality (N=1297). As a result, 938 persons (72.5%) answered the questionnaire. The answers given by (a) preschool teachers (b) teacher assistants (c) SENCOs (d) special teachers (e) class teachers and (f) subject teachers were compared. Several interesting patterns emerged from the data indicating that the occupational groups to a large extent have different ideas concerning how the school should work with children in need of special support. The SENCOs were, for example, the only group that believed that they should be involved in school development. The outcome of the study is discussed in relation to the notion of inclusive education.

Place, publisher, year, edition, pages
2011. Vol. 26, no 2, p. 143-157
Keywords [en]
Collaboration; Inclusive education; Occupational groups; Professional roles; Special needs; Views
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mdh:diva-11256DOI: 10.1080/08856257.2011.563604Scopus ID: 2-s2.0-79956260110OAI: oai:DiVA.org:mdh-11256DiVA, id: diva2:380099
Available from: 2010-12-20 Created: 2010-12-20 Last updated: 2018-01-04

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Almqvist, LenaWetso, Gun-Marie

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