mdh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Challenging Traditions?: Pupils in Need of Special Support in Swedish Independent Schools
Mälardalen University, School of Education, Culture and Communication. (BUSS/REDDI)ORCID iD: 0000-0002-1905-5154
Mälardalen University, School of Education, Culture and Communication. (BUSS/REDDI)ORCID iD: 0000-0002-5079-9581
Högskolan i Jönköping, Malmö Högskola, Sweden. (REDDI)
2012 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 32, no 4, 262-280 p.Article in journal (Refereed) Published
Abstract [en]

This article presents the general situation for pupils in need of special support (PNSS) within the Swedish independent compulsory schools. The analysis is based upon a survey of all independent schools in Sweden. Results show that the amount of PNSS is lower in independent schools than in municipal schools and that a deficit perspective seems to be common regarding explanations of school problems. There is, however, great diversity among the schools. Conclusions are that the challenge of independent schools to the traditional way of conceiving education, regarding school choice, seems to be more effective less for some other groups of pupils than for PNSS and that there are few signs that independent schools challenge traditions in work with PNSS in municipal schools.

Place, publisher, year, edition, pages
Oslo: Universitetsforlaget, 2012. Vol. 32, no 4, 262-280 p.
Keyword [en]
Independet schools, pupils in need of special support, inclusion
National Category
Pedagogy
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-11434Scopus ID: 2-s2.0-84880110033OAI: oai:DiVA.org:mdh-11434DiVA: diva2:388481
Projects
Fristående skolors arbete med barn i behov av särskilt stöd
Funder
Swedish Research Council
Available from: 2011-01-17 Created: 2011-01-17 Last updated: 2015-09-04Bibliographically approved
In thesis
1. Traditions and Challenges: Special Support in Swedish Independent Compulsory Schools
Open this publication in new window or tab >>Traditions and Challenges: Special Support in Swedish Independent Compulsory Schools
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Traditioner och utmaningar : Särskilt stöd i fristående grundskolor i Sverige
Abstract [en]

This thesis has two overarching aims. The first is to generate further knowledge about Swedish independent schools, specifically regarding the organisation and provision of special support and how these relate to special educational traditions and inclusive education. This is conducted through four empirical studies, utilising data gathered in two total population survey studies. The first survey was a total population study of Swedish independent compulsory schools (N = 686, response rate = 79%), and results from this study are presented in articles I, II and IV. Article III presents results derived from a total population survey of special pedagogues (SENCOs) and special education teachers in Sweden educated according to the degree ordinances of 2001, 2007 and 2008 (N = 4252, response rate = 75%).

Article I contains a general description of special education issues in the total population of independent schools. Article II continues with comparisons of these issues in different groups of independent compulsory schools. Article III studies differences in organisational prioritisations regarding special support and special educators in municipal and independent schools. Finally, article IV presents qualitative content analysis of over 400 responses regarding special support at independent schools.

The second overarching aim of the thesis is to further develop the discussions initiated in the articles about how special education and inclusive education can be understood in light of the education reforms that introduced the independent schools. A critical theoretical analysis and contextualization of the empirical results from the articles is conducted to explain and describe the consequences of the new (market) education paradigm.

Results show that, generally, the independent schools have not challenged special educational traditions to a significant degree. Rather, traditional conceptions, explanations and organisational measures are reproduced, and in some cases enhanced, by market mechanisms. However, there are great differences between the different types of schools with regard to both their perspectives on special education and their organisational approaches. There are also indications that the principle of choice is limited for this pupil group as compared to some other groups. Additionally, the increasing clustering of pupils in need of special support at certain schools replicates a system with special schools. In this case, market mechanisms are contributing to a system that is in contradiction to the idea of an inclusive school system.

The theoretical interpretation of the results suggests that Skrtic’s theory can largely explain the empirical patterns found. However, his theory gives rise to different predictions or potential scenarios depending on what parts of his theory are underscored. Moreover, his theory must be complemented with additional perspectives to more fully account for diversity within the results, particularly as the results indicate that discourses/paradigms of special education and inclusive education often occur simultaneously and can thus be seen as expressions of practices taking place in a complex social and political environment.

Keywords: Special education; inclusion; school choice; education reform; independent schools; compulso-ry schools; pupils in need of special support, SENCOs; special education teachers; critical pragmatism; Thomas M. Skrtic

Abstract [sv]

Denna avhandling har två övergripande syften. Först, att generera kunskaper om fristående grundskolor i Sverige, specifikt vad gäller organisation och tillhandahållande av särskilt stöd, samt hur det kan förstås i ljuset av specialpedagogiska traditioner och inkludering. Fyra empiriska studier presenteras med data från två stora forskningsprojekt. Det ena var en totalpopulations undersökning av fristående grundskolor (N=686, respons=79 %), resultat från den presenteras i artikel I, II och IV. Artikel III presenterar resultat från en totalpopulations undersökning av specialpedagoger och speciallärare i Sverige, utbildade enligt examensförordningarna från 2001, 2007 och 2008 (N=4252, respons: 75 %).

Artikel I beskriver specialpedagogiska frågor inom hela populationen av fristående skolor i generella termer. Artikel II gör jämförelser mellan olika grupper av fristående skolor, artikel III beskriver skillnader i specialpedagogisk organisation mellan fristående och kommunala skolor i termer av specialpedagogers och speciallärares anställningssituation och artikel IV presenterar resultat av en kvalitativ innehållsanalys av över 400 svar om särskilt stöd i fristående skolor.

Det andra övergripande syftet är att utveckla den teoretiska diskussionen som initierades i artiklarna, om hur specialpedagogik och inkludering kan förstås i ljuset av de utbildningsreformer som presenterade skolval och fristående skolor i Sverige. En kritisk teoretisk analys och kontextualisering av de empiriska resultaten från artiklarna genomförs för att förklara och beskriva konsekvenserna av de nya (marknads) paradigmet inom svensk utbildning.

Resultaten visar att de fristående skolorna inte har utmanat specialpedagogiska traditioner i någon högre grad generellt. Traditionella synsätt, förklaringar och organisatoriska lösningar reproduceras, till och med förstärks, av marknadsmekanismer. Däremot så är det stora skillnader mellan olika skolor, både vad gäller specialpedagogiska perspektiv och organisatoriska lösningar. Det finns också tecken på att skolvalet kan vara begränsat när det gäller elever i behov av särskilt stöd. Dessutom riskerar en samling av elever i behov av särskilt stöd på vissa skolor att reproducera ett system med specialskolor, något som inte är i linje med ambitioner för ett inkluderande skolsystem.

De teoretiska tolkningarna av resultaten visar att Skrtic’s teoretiska verktyg kan till en hög grad förklara de empiriska resultaten. Däremot kan olika scenarier skapas beroende på vilka delar av hans teorier som betonas. Dessutom behöver hans teorier kompletteras med tilläggsperspektiv för att förklara variationen i resultaten.

Nyckelord: Specialpedagogik; inkludering; skolval; utbildningsreformer; fristående skolor; grundskolan; elever i behov av särskilt stöd, specialpedagoger; speciallärare; kritisk pragmatism, Thomas M. Skrtic

Place, publisher, year, edition, pages
Västerås: Mälardalen University, 2015
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 185Mälardalen Studies in Educational Sciences, 21
Keyword
special education; inclusion; school choice; education reform; independent schools; compulso-ry schools; pupils in need of special support, SENCOs; special education teachers; critical pragmatism; Thomas M. Skrtic, specialpedagogik; inkludering; skolval; utbildningsreformer; fristående skolor; grundskolan; elever i behov av särskilt stöd, specialpedagoger; speciallärare; kritisk pragmatism, Thomas M. Skrtic
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-28823 (URN)978-91-7485-225-7 (ISBN)
Public defence
2015-10-23, A 407, Drottninggatan 12, Eskilstuna, 13:00 (English)
Opponent
Supervisors
Projects
Fristående skolors arbete med elever i behov av särskilt stödSpeciella yrken? – om speciallärares och specialpedagogers arbete och utbildning
Funder
Swedish Research Council, 2008-4701Swedish Research Council, 2011-5986
Available from: 2015-09-04 Created: 2015-09-03 Last updated: 2015-09-24Bibliographically approved

Open Access in DiVA

No full text

Other links

Scopushttp://www.idunn.no/ts/np/2012/03-04/challenging_traditions_-_pupils_in_need_of_special_support?languageId=2

Search in DiVA

By author/editor
Göransson, KerstinMagnússon, Gunnlaugur
By organisation
School of Education, Culture and Communication
In the same journal
Nordic Studies in Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

Total: 944 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf