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  • 1.
    Cameron, David Lans
    et al.
    Universitetet i Agder.
    Jortveit, Maryann
    Universitetet i Agder.
    Lindqvist, Gunilla
    Uppsala universitet.
    Göransson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nilholm, Claes
    Uppsala University.
    A comparaticve study of special educator preparation in Norway and Sweden2018In: British Journal of Special Education, ISSN 0952-3383, E-ISSN 1467-8578, Vol. 45, no 3, p. 256-276Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils’ social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context.

  • 2.
    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.))
  • 3.
    Carlhed, Carina
    et al.
    Uppsala universitet.
    Göransson, Kerstin
    Mälardalens högskola.
    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 sequence model – new ways to research institutional conditions and mutual expectations in a parent-professional collaboration

    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.

  • 4.
    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.

  • 5.
    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)
  • 6.
    Eriksson Gustavsson, Anna-Lena
    et al.
    Linköping.
    Göransson, KerstinMälardalens högskola.Nilholm, ClaesHögskolan i Jönköping.Bladini, KerstinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Samuelsson, JohanKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Specialpedagogisk verksamhet i grundskolan2011Collection (editor) (Other academic)
  • 7.
    Granlund, Mats
    et al.
    Högskolan i Jönköping.
    Göransson, Kerstin
    Mälardalens högskola.
    Utvecklingsstörning2011In: Nya Omsorgsboken, Malmö: Liber, 2011, p. 12-19Chapter in book (Other academic)
  • 8.
    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.))
  • 9.
    Göransson, Kerstin
    Mälardalens högskola.
    Barn som blir elever: Om olikheter, undervisning och inkludering2004Book (Other academic)
  • 10.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences.
    Barn som blir elever: Om olikheter, undervisning och inkludering2004Book (Other academic)
  • 11.
    Göransson, Kerstin
    Mälardalens högskola.
    Brukaren som resurs: Utveckling av begåvningsstödjande hjälpmedel för personer med utvecklingsstörning2004Book (Other academic)
  • 12.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences.
    Brukaren som resurs: utveckling av begåvningsstödjande hjälpmedel för personer med utvecklingsstörning2004Book (Other academic)
  • 13.
    Göransson, Kerstin
    Mälardalens högskola.
    Det pedagogiska samtalet2004Other (Other academic)
  • 14.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences. Specialpedagogik.
    Det pedagogiska samtalet2004Other (Other academic)
  • 15.
    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)
  • 16.
    Göransson, Kerstin
    Mälardalens högskola.
    Different Perspectives: Different Meanings of Inclusion2009In: Growing up Together: Steps to Early Inclusive Education, Siegen: Universität Siegen , 2009, p. 15-18Chapter in book (Other academic)
  • 17. Göransson, Kerstin
    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)
    Abstract [en]

    In this article we discuss the different ways to understand the reasons for which some children actively participate in preschool activities whereas others are more or less excluded from them. We will also discuss the different meanings of the concept of inclusion. We will see how we comprehend the problem of « exclusion from the group », which has an impact on our understanding of inclusion as well as implications for the way we define the preschool period for children with disabilities and/or requiring special help.

  • 18.
    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)
  • 19.
    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)
  • 20.
    Göransson, Kerstin
    Mälardalens högskola.
    Man vill ju vara som alla andra: Elevers röster om delaktighet och inkludering med fokus på elever med funktionsnedsättning2007Book (Other academic)
  • 21.
    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)
  • 22.
    Göransson, Kerstin
    Mälardalens högskola.
    Olikhetens plats i den inkluderande skolan2007In: Därför inkludering / [ed] Birgitta Andersson & Lena Thorsson, Härnösand: Specialpedagogiska skolmyndigheten , 2007, p. 65-71Chapter in book (Other academic)
  • 23.
    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.))
  • 24.
    Göransson, Kerstin
    Mälardalens högskola.
    Pedagogical traditions and conditions for inclusive education2006In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, 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.

  • 25.
    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.

  • 26.
    Göransson, Kerstin
    Mälardalens högskola.
    Quelques aspects de l’ éducation des enfants handicapés en Suède2008In: École et handicap: Quelles responses?, 2008Conference paper (Refereed)
  • 27.
    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)
  • 28.
    Göransson, Kerstin
    Mälardalens högskola.
    Skolutveckling som förebyggande arbete2011In: Specialpedagogisk verksamhet i grundskolan / [ed] Anna-Lena Eriksson Gustavsson, Kerstin Göransson, Claes Nilholm, Kerstin Bladini, Joakim Samuelsson, Lund: Studentlitteratur AB, 2011, p. 33-54Chapter in book (Other academic)
  • 29.
    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)
  • 30.
    Göransson, Kerstin
    Mälardalens högskola.
    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.))
  • 31.
    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.))
  • 32.
    Göransson, Kerstin
    Mälardalens högskola.
    The voice of inclusion in the conversation of pedagogy2005Other (Other academic)
  • 33.
    Göransson, Kerstin
    Mälardalen University, Department of Social Sciences.
    The voice of inclusion in the conversation of pedagogy2005Other (Refereed)
  • 34.
    Göransson, Kerstin
    Mälardalens högskola.
    Undervisning - lärande - delaktighet2004In: Delaktighetens språk, Lund: Studentlitteratur AB, 2004, p. 215-233Chapter in book (Other academic)
  • 35.
    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)
  • 36.
    Göransson, Kerstin
    Mälardalens högskola.
    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?2005In: Evidensbaserad pedagogik: Fyra systematiska litteraturöversikter., Mälardalen University, Department of Social Sciences , 2005Chapter in book (Other academic)
  • 37.
    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)
  • 38.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Eriksson-Gustavsson, Anna-Lena
    Nilholm, Claes
    Inledning2011In: Specialpedagogisk verksamhet i grundskolan / [ed] Anna-Lena Eriksson Gustavsson, Kerstin Göransson, Claes Nilholm, Kerstin Bladini, Joakim Samuelsson, Lund: Studentlitteratur AB, 2011, p. 13-32Chapter in book (Other academic)
  • 39.
    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)
  • 40.
    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. 

  • 41.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Hellblom-Thibblin, Tina
    Mälardalens högskola.
    Axdorph, Eva
    Mälardalens högskola.
    A Conceptual Approach to Teaching Mathematics to Students with Intellectual Disability2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, ISSN 0031-3831, Vol. 60, no 2, p. 182-200Article in journal (Refereed)
  • 42.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Hellblom-Thibblin, Tina
    Mälardalens högskola.
    Axdorph, Eva
    Mälardalens högskola.
    Matematikundervisning i grundsärskolan: En utvärdering av matematiksatsningen2011Report (Other academic)
  • 43.
    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)
  • 44.
    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)
  • 45.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Jansson, UlfStockholms universitet.Nilholm, ClaesHögskolan i Jönköping.
    Vetenskaplig artikelsamling om specialpedagogik: från Specialpedagogiska skolmyndighetens konferens för Lika värde 20102011Collection (editor) (Other academic)
  • 46.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Kron, MariaUniversität Siegen.
    Growing up Together - Steps to Early Inclusive Education: Att växa upp tillsammans2009Collection (editor) (Other academic)
  • 47.
    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)
  • 48.
    Göransson, Kerstin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lindqvist, Gunilla
    Högskolan Dalarna.
    Klang, Nina
    Mälardalens högskola.
    Magnusson, Gunnlaugur
    Mälardalens högskola.
    Nilholm, Claes
    Malmö högskola.
    Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning: En enkätstudie2015Report (Other academic)
    Abstract [sv]

    Forskningsprojektet ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning” är finansierat av Vetenskapsrådet. I den här rapporten redovisas resultat från delprojekt 1. Syftet med rapporten är att ge en övergripande och representativ bild av specialpedagogers och speciallärares yrkesroll. Det empiriska materialet utgörs av data från en enkätundersökning som omfattar alla som tagit specialpedagog- eller speciallärarexamen från och med 2001 års examensordning (4252 personer, svarsfrekvens 75%). I rapporten redovisas vilka kunskaper och värderingar yrkesgrupperna bedömer att deras utbildning har resulterat i, vilka arbetsuppgifter de menar kännetecknar deras praktiserande av yrkesrollen, och även vilka förutsättningar yrkesgrupperna har att hävda en specifik expertis vad gäller att identifiera och arbeta med skolproblem. Rapporten riktar sig i främsta hand till praktiskt verksamma inom skolverksamheten på olika nivåer, lärarutbildare och blivande specialpedagoger och speciallärare.

  • 49.
    Göransson, Kerstin
    et al.
    Karlstads universitet, Karlstad, Sweden.
    Lindqvist, Gunilla
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Magnússon, Gunnlaugur
    Mälardalens högskola.
    Almqvist, Lena
    Mälardalens högskola.
    Professionalism, governance and inclusive education –: A total population study of Swedish special needs educators2019In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 23, no 6, p. 559-574Article 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.

  • 50.
    Göransson, Kerstin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lindqvist, Gunilla
    Department of Education, Uppsala University, Sweden.
    Klang, Nina
    Department of Education, Uppsala University, Sweden.
    Magnússon, Gunnlaugur
    c School of Education, Culture and Communication, Mälardalen University, Eskilstuna, Sweden.
    Almqvist, Lena
    School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    Professionalism, governance and inclusive education – A total population study of Swedish special needs educators2019In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 23, no 9, p. 559-574Article 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.

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Output format
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  • asciidoc
  • rtf