umu.sePublications
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
Quality in professional encounters with students who have intellectual disabilities: experiences from special needs upper secondary schools in Sweden
Umeå University, Faculty of Social Sciences, Department of Social Work.ORCID iD: 0000-0002-5269-1961
Umeå University, Faculty of Social Sciences, Department of Social Work.ORCID iD: 0000-0003-2647-2869
2020 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591XArticle in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this article is to analyse how professionals in special needs upper secondary schools in Sweden – assistants, teachers and Special Education Needs Coordinators – understand and define quality in their daily interactions with students who have intellectual disabilities. Our analysis draws on data collected via a digital questionnaire, including both open-ended and standardised (Likertscale) questions. In this study, written excerpts from open-ended questions comprised the primary empirical data used in the analysis. 129 respondents provided a total of 289 statements concerning their views on quality in professional encounters. In order to explore the semantic content of the written excerpts, the empirical data were analysed using thematic content analysis. Our findings show that perceptions of quality can be categorised differentiated into three typological themes or aspects: individual, relational and contextual. Our findings also show that differences in responses – both frequency and content – appear to be associated with the respondents’ professional affiliation. Based on these findings, the article suggests the need for an established and shared theoretical basis –in education and practice – of what constitutes quality in professional encounters with students who have intellectual disabilities.

Place, publisher, year, edition, pages
Routledge, 2020.
Keywords [en]
Intellectual disabilities, special needs, professional encounters
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-169166DOI: 10.1080/08856257.2020.1743411OAI: oai:DiVA.org:umu-169166DiVA, id: diva2:1416344
Projects
ORGIDAvailable from: 2020-03-23 Created: 2020-03-23 Last updated: 2020-03-25

Open Access in DiVA

fulltext(1406 kB)18 downloads
File information
File name FULLTEXT01.pdfFile size 1406 kBChecksum SHA-512
1ef5872cf4ad8a5364cc58f70ac87a8dac347f6af047a3f7973659e90417bcff75aff7462aa68dccb028c226b6ed1fd73e6f8a026e47a589bad388cd24264d2c
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Authority records BETA

Hjelte, JanIneland, Jens

Search in DiVA

By author/editor
Hjelte, JanIneland, Jens
By organisation
Department of Social Work
In the same journal
European Journal of Special Needs Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 18 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 115 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