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  • 1.
    Carlhed, Carina
    et al.
    Uppsala universitet.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Förberedelser, individuella planer och möten inom instituionella ramarManuscript (preprint) (Other (popular science, discussion, etc.))
  • 2.
    Carlhed, Carina
    et al.
    Uppsala University, Uppsala, Sweden.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Sekvensmodellen: en ny metod för att studera institutionella villkor och ömsesidiga förväntningar avseende samverkan mellan professionella och föräldrar2012In: Fokus på familien: Tidsskrift for familiebehandling, ISSN 0332-5415, E-ISSN 0807-7487, no 4, p. 294-312Article in journal (Refereed)
    Abstract [en]

    The article describes a pilot study about a model for research on social conditions for institutional encounters between parents/custodians and professionals within habilitation services in Sweden. The main aim in using the model is to involve both parts in the institutional meeting in the research through critical analysis of how parent-professional collaboration is constructed within this frame. The model builds on sequences of interviews and observations of the encounters. The model could easy be applied in other institutional settings, where conversations are in use for planning interventions. The article discusses the social conditions for institutional encounters and parent collaboration and individual plans as tools in the processes.

  • 3.
    Eriksson Gustavsson, Anna-Lena
    et al.
    Linköpings universitet.
    Göransson, KerstinMälardalen University, School of Education, Culture and Communication.Nilholm, ClaesJönköpings högskola.
    Specialpedagogisk verksamhet i grundskolan2011Collection (editor) (Other academic)
  • 4.
    Granlund, Mats
    et al.
    Högskolan i Jönköping.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Utvecklingsstörning2011In: Nya Omsorgsboken / [ed] Söderman, Lena; Antonson, Sivert, Malmö: Liber, 2011, 5, p. 12-19Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences.
    Barn som blir elever: Om olikheter, undervisning och inkludering2004Book (Other academic)
  • 6.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences.
    Brukaren som resurs: utveckling av begåvningsstödjande hjälpmedel för personer med utvecklingsstörning2004Book (Other academic)
  • 7.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences. Specialpedagogik.
    Det pedagogiska samtalet2004Other (Other academic)
  • 8.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Different Perspectives - Different Meanings of Inclusion2009In: Growing up Together - Steps to Early Inclusive Education / [ed] Kron, Maria & Göransson, Kerstin, Siegen: Universität Siegen , 2009, p. 15-18Chapter in book (Other academic)
  • 9.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    L´inclusion:différentes perspectives, différentes significations2009In: La nouvelle revue de l´adaptation et de la scolarisation, ISSN 1957-0341, Vol. 46, no 2, p. 11-16Article in journal (Refereed)
  • 10.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    “Man vill ju vara som alla andra” – elever röster om delaktighet och inkludering med fokus på elever med funktionsnedsättning2007Book (Other academic)
  • 11.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences. Specialpedagogik.
    Man vill ju vara som alla andra: Elevers röster om delaktighet och inkludering med fokus på elever med funktionsnedsättning2007Book (Other academic)
  • 12.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Olikhetens plats i den inkluderande skolan2007In: Därför inkludering / [ed] Andersson, B. & Thorsson, L., Härnösand: Specialpedagogiska institutet , 2007, p. 65-72Chapter in book (Other (popular science, discussion, etc.))
  • 13.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences.
    Pedagogical traditions and conditions for inclusive education2006In: Scandinavian Journal of Disability Research, ISSN 1501-7419, Vol. 8, no 1, p. 67-74Article in journal (Refereed)
    Abstract [en]

    The idea of ‘‘a school for all’’ has been on the agenda for a long time both within disability research and educational practices. Experiences however show that there is a long way between idea and realization of that idea. This article looks into conditions to develop an inclusive school from the perspective of different pedagogical ideas and traditions. It argues that one roughly can distinguish between two pedagogical traditions with different ideas about such things as learning, knowledge, teaching and diversity. It also argues that there is no self-evident correspondence between pedagogical ideas manifested in today’s educational practice and pedagogical ideas the pedagogues of today hold for true.

  • 14.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Quelques aspects de l' éducation des enfants handicapés en Suède2008In: Ecole et handicap: Quelles responses?, 2008Conference paper (Other academic)
  • 15.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Skolutveckling som förebyggande arbete2011In: Specialpedagogisk verksamhet i grundskolan / [ed] Eriksson-Gustavsson, Anna-Lena; Göransson, Kerstin; Nilholm, Claes, Lund: Studentlitteratur, 2011, p. 33-54Chapter in book (Other academic)
  • 16.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Speciella yrken? En studie om specialpedagogers och speciallärares yrkesroll2015In: Specialpedagogisk tidskrift - att undervisa, ISSN 2000-429X, no 3, p. 15-17Article in journal (Other (popular science, discussion, etc.))
  • 17.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences.
    The voice of inclusion in the conversation of pedagogy2005Other (Refereed)
  • 18.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences.
    Undervisning - lärande - delaktighet2004In: Delaktighetens språk / [ed] Gustavsson, A., Studentlitteratur, Lund , 2004, p. 215-233Chapter in book (Refereed)
  • 19.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences.
    Vilka strategier och arbetssätt tyder forskningen på är framgångsrik vad gäller att öka grundskolelevers delaktighet ich engagemang i skolarbetet under lektionstid samt öka deras prestationer?2005Report (Other academic)
  • 20.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Eriksson-Gustavsson, Anna-Lena
    Linköpings universitet.
    Nilholm, Claes
    Högskolan i Jönköping.
    Inledning2011In: Specialpedagogisk verksamhet i grundskolan / [ed] A-L. Eriksson Gustavsson, K. Göransson & C. Nilholm, Lund: Studentlitteratur, 2011, p. 13-32Chapter in book (Other academic)
  • 21.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Axdorph, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    A conceptual approach to teaching mathematics to students with intellectual disability2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, no 2, p. 182-200Article in journal (Refereed)
    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. 

  • 22.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication.
    Axdorph, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Matematikundervisning i grundsärskolan: En utvärdering av matematiksatsningen2011Report (Other academic)
  • 23.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Janson, UlfStockholms universitet, Stockholm, Sweden.Nilholm, ClaesHögskolan i Jönköping, Jönköping, Sweden.
    Vetenskaplig artikelsamling om specialpedagogik: från Specialpedagogiska skolmyndighetens konferens för Lika värde 20102011Collection (editor) (Refereed)
  • 24.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Kron, MariaUniversität Siegen, Tyskland.
    Growing up Together - Steps to Early Inclusive Education: Att växa upp tillsammans2009Collection (editor) (Other academic)
  • 25.
    Göransson, Kerstin
    et al.
    Karlstads universitet, Karlstad, Sweden..
    Lindqvist, Gunilla
    Uppsala universitet, Sweden.
    Klang, Nina
    Uppsala universitet, Sweden.
    Magnússon, Gunnlaugur
    Uppsala universitet, Sweden.
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Professionalism, governance and inclusive education: A total population study of Swedish special needs educatorsIn: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Article in journal (Refereed)
    Abstract [en]

    Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.

  • 26.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lindqvist, Gunilla
    Högskolan Dalarna, Sweden.
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Magnússon, Gunnlaugur
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nilholm, Claes
    Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning2015Report (Other academic)
  • 27.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lindqvist, Gunilla
    Högskolan Dalarna, Sweden.
    Nilholm, Claes
    Malmö högskola, Sweden.
    Voices of special educators in Sweden: a total-population study2015In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 57, no 3, p. 287-304Article in journal (Refereed)
    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.

  • 28.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Luttropp, Agneta
    Mälardalen University, School of Education, Culture and Communication.
    Åman, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Country report Sweden2008In: Early Childhood Education in Inclusive Settings - Erstausgabe: Basis, Background and Framework of Inclusive Early Education in Five European Countries (France, Germany, Hungary, Portugal and Sweden),, Siegen: Comenius/ECEIS , 2008Chapter in book (Other academic)
  • 29.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Magnússon, Gunnlaugur
    Mälardalen University, School of Education, Culture and Communication.
    Nilholm, Claes
    Högskolan i Jönköping, Malmö Högskola, Sweden.
    Challenging Traditions?: Pupils in Need of Special Support in Swedish Independent Schools2012In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 32, no 4, p. 262-280Article in journal (Refereed)
    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.

  • 30.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Malmqvist, Johan
    Högskolan för lärande och kommunikation, Högskolan i Jönköping.
    Nilholm, Claes
    Fakulteten för lärande och samhälle, Malmö högskola.
    Local school ideologies and inclusion: the case of Swedish independent schools2013In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 28, no 1, p. 49-63Article in journal (Refereed)
    Abstract [en]

    This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic-inclusive and the market-oriented-exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketisation are finally discussed.

  • 31.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nilholm, C.
    Malmö University,.
    A continuing need for conceptual analysis into research on inclusive education: Response to commentators2014In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 3, p. 295-296Article in journal (Other academic)
  • 32.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Nilholm, C
    L'éducacion inclusive en Suède . Idées, politiques et pratiques2009In: La nouvelle revue de l'adaptation et de la scolarisationArticle in journal (Refereed)
  • 33.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nilholm, Claes
    Malmö University, Sweden.
    Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education2014In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 3, p. 265-280Article in journal (Refereed)
    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.

  • 34.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nilholm, Claes
    Malmö högskola, Sweden.
    Den sociala situationen för barn och elever i svårigheter som undervisas i reguljära klasser och förskolegrupper: En systematisk forskningsöversikt2015In: Delrapport från SKOLFORSK-projektet: Tre forskningsöversikter inom området specialpedagogik/inkludering., Stockholm: Vetenskapsrådet , 2015, p. 1-53Chapter in book (Other academic)
  • 35.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Nilholm, Claes
    Fakulteten för lärande och samhälle, Malmö högskola.
    Inkluderande undervisning - vad kan man lära av forskningen2013Book (Other academic)
  • 36.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Nilholm, Claes
    Högskolan för lärande och kommunikation Jönköping.
    Om smygrepresentativitet i pedagogiska avhandlingar2009In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, no 2, p. 136-142Article in journal (Refereed)
  • 37.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Nilholm, Claes
    Fakulteten för lärande och samhälle, Malmö högskola.
    Recension av Camilla Brörup Dyssegaard, Michael Sörgaard Larsen & Neriman Tiftikci C.: Effekt av paedagogisk insatts ved inklusion of born med saerlig behov i grundskolen2013In: Utbildning och Demokrati, ISSN 1102-6472, Vol. 22, no 1, p. 137-143Article, book review (Other academic)
  • 38.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Nilholm, Claes
    Högskolan i Jönköping.
    Karlsson, Kristina
    Linköpings universitet.
    Inclusive education in Sweden?: A critical analysis2011In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 15, no 5, p. 541-555Article in journal (Refereed)
    Abstract [en]

    When it comes to pupils in need of special support and pupils with disabilities, Sweden's compulsory school system is sometimes considered a one-track system. This article analyses and critically discusses current policy and practices at various levels of Sweden's compulsory school system for these pupils. The analysis traces three themes at the national and municipal levels: (1) values and goals; (2) organisation and placement of pupils; and (3) importance of categories in obtaining support. A rather complex picture emerges from this analysis. Several conclusions are made: (1) state policies leave a lot of room for interpretation at the municipal and school levels, and this results in an extensive variation; (2) Swedish state policy is not as inclusive as is often stated; (3) celebration of difference seems to be hard to achieve; (4) learning goals can be a double-edged sword with regard to inclusion; and (5) most pupils appear to enjoy participation in school, and in an international perspective, Swedish classrooms seem to be largely democratic

  • 39.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Nilholm, Claes
    Högskolan i Jönköping.
    Magnússon, Gunnlaugur
    Mälardalen University, School of Education, Culture and Communication.
    Inclusive education in Sweden: Past, present and future issues2012In: Bildning för alla: En pedagogisk utmaning / [ed] Barow, Thomas ; Östlund, Daniel, Kristianstad: Kristianstad University Press , 2012, p. 161-174Chapter in book (Other academic)
  • 40.
    Magnússon, Gunnlaugur
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responsesIn: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591XArticle in journal (Refereed)
    Abstract [en]

    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.

  • 41.
    Magnússon, Gunnlaugur
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nilholm, C.
    Malmö University, Faculty of Education and Society, Malmö, Sweden .
    Similar Situations? Special Needs in Different Groups of Independent Schools2014In: SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, ISSN 0031-3831, Vol. 59, no 4, p. 377-394Article in journal (Refereed)
    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.

  • 42.
    Magnússon, Gunnlaugur
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Nilholm, Claes
    Malmö högskola.
    Different Approaches to Special Educational Support?: Special Educators in Swedish Independent and Municipal schoolsManuscript (preprint) (Other academic)
    Abstract [en]

    The independent schools have become securely established in the Swedish education system as tokens of school choice and educational innovation. Prior research has shown that they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population survey study of Swedish special educators (n=4252) educated according to degree ordinances from 2001 and onwards. The aim of this paper is to explore prerequisites of special educational work in Swedish independent schools and municipal schools in terms of: a) the occurrence of these special educators and their occupational situations, and b) what specific values they express regarding identification and work with school problems.

    Results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools often have shorter experience as special educators, are more often employed part time than full time and have other occupational positions to a higher degree, for instance as head teachers, than those employed in municipal schools.

    The results can be seen as indicators of different approaches towards special educational needs and the special educational work. Apparent is that independent schools offer these special educational resources to a much lower degree and utilize them differently. This is likely to influence the current situation of pupils. It can also be interpreted as an indicator of innovative approaches to special education at the independent schools that do employ special educators.

  • 43.
    Magnússon, Gunnlaugur
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Göransson, Kerstin
    Karlstad University, Sweden.
    Nilholm, Claes
    Uppsala University, Sweden.
    Varying access to professional, special educational support: a total population comparison of special educators in Swedish independent and municipal schools2018In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 18, no 4, p. 225-238Article in journal (Refereed)
    Abstract [en]

    Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n = 4252) examined after 2001. The aim was to explore and compare the occupational situations of special educators working in Swedish municipal and independent schools. This is done by studying their occupational situations and the values they express regarding identification of – and work with – special support. The results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools have fewer years’ experience as special educators, are more often employed part‐time than full‐time and are more likely to hold other positions in schools (such as head teacher) than those employed in municipal schools. The results further illustrate different organisational approaches towards special educational support. Apparent is that independent schools offer professional special educational resources to a lower degree and utilise them differently. This is likely to influence the situation of pupils in need of support, and has consequences for the image of the Swedish education system.

  • 44.
    Nilholm, Claes
    et al.
    Fakulteten för lärande och samhälle, Malmö högskola, Sweden.
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Lindqvist, Gunilla
    Dalarna University, Sweden.
    Is it Possible to Get Away from Disability-Based Classifications in Education?: An Empirical Investigation of the Swedish System2013In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 15, no 4, p. 379-391Article in journal (Refereed)
    Abstract [en]

    Disability classifications is given a minor role in the Swedish national policy onspecial needs in schools. In the present study questionnaires are used toinvestigate the actual importance of medical diagnosis in obtaining specialsupport as well as attitudes towards such practices. The study involves differentlevels of the educational system as well as different occupational groups withincompulsory schooling and preschool. The results show that: 1) disability-basedcategories are seen as less needed in practice by chief education officers than byprincipals; 2) disability-based classifications have stronger support among schoolstaff than in the guiding documents and among principals and chief educationofficers; 3) a disability-based approach has stronger support at the compulsoryschool level than at the preschool level; 4) the group most in favour of disabilitybasedclassifications is teachers and those most against are chief educationofficers, principals and SENCOs.

  • 45.
    Nilholm, Claes
    et al.
    Malmö högskola, Sweden.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Forskning om inkludering: en SMART översikt2015In: Delrapport från SKOLFORSK-projekte: Tre forskningsöversikter inom området inkludering/specialpedagogik, Stockholm: Vetenskapsrådet , 2015, p. 1-30Chapter in book (Other academic)
1 - 45 of 45
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