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Professionalism, governance and inclusive education –: A total population study of Swedish special needs educators
Karlstads universitet, Karlstad, Sweden.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Högskolan Dalarna. (PS)ORCID iD: 0000-0003-4793-871X
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (PS)ORCID iD: 0000-0002-0027-084X
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (PS)ORCID iD: 0000-0002-5079-9581
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2018 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
Taylor & Francis, 2018.
Keywords [en]
SNEs, inclusive education, special education, professional role, educational organisation
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-342735DOI: 10.1080/13603116.2018.1441339OAI: oai:DiVA.org:uu-342735DiVA, id: diva2:1185020
Funder
Swedish Research Council, 2011–5986Available from: 2018-02-23 Created: 2018-02-23 Last updated: 2018-03-15Bibliographically approved

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Lindqvist, GunillaKlang, NinaMagnússon, Gunnlaugur
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