umu.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
'Pupils with special educational needs': a study of the assessments and categorizing processes regarding pupils' school difficulties in Sweden
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
Göteborgs universitet, Institutionen för Socialt arbete .
Umeå universitet, Medicinska fakulteten, Institutionen för klinisk vetenskap, Pediatrik.
2010 (Engelska)Ingår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 14, nr 2, s. 133-151Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

One important goal of Swedish educational policies is to integrate all pupils within regular education, irrespective of disability or difficulties in school, and to adjust education to individual needs. The aim of this article was to explore how schools ‘socially construct’, i.e. identify and support, pupils with special educational needs. Another aim was to explore if there were any dominant patterns in the schools’ procedures to differentiate pupils with such needs from ‘normal’ pupils, and how such patterns can be understood in a broader context of educational policies. Interviews were conducted with school personnel from two compulsory schools in a municipality in northern Sweden. We chose to use the grounded theory approach for analysing the interview data. The analysis indicated that there were three different patterns or models for identifying and supporting pupils with special educational needs: a pedagogical, a social or a medical model. Various professionals were involved in different ways in each model. Another finding was that school personnel did not find it easy to sort out and assess ‘special educational needs’, and that the identification of such needs were conditioned upon resources available for the schools.

Ort, förlag, år, upplaga, sidor
London: Routledge , 2010. Vol. 14, nr 2, s. 133-151
Nyckelord [en]
assessment, special education needs, inclusive education, special education
Nationell ämneskategori
Socialt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-26167DOI: 10.1080/13603110802504176ISI: 000285196700002OAI: oai:DiVA.org:umu-26167DiVA, id: diva2:240684
Tillgänglig från: 2009-09-29 Skapad: 2009-09-28 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
Ingår i avhandling
1. Spänningen mellan normalitet och avvikelse: om skolans insatser för elever i behov av särskilt stöd
Öppna denna publikation i ny flik eller fönster >>Spänningen mellan normalitet och avvikelse: om skolans insatser för elever i behov av särskilt stöd
2009 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

In Sweden, an increasing number of pupils are defined as having some form of difficulties in school. In order to receive special support measures in school, these difficulties must have been subject to a pedagogical examination that state that the pupil is in need of special support measures. This work of identifying and defining difficulties implies that questions about normality and deviance inevitably come into play in school. There has been an increasing demand in school politics to identify these difficulties as early as possible, and this demand has placed further pressure on school personnel in this issue. Furthermore, the personnel’s perspective on the difficulties is also important, i.e., in terms of their origin, because this has importance for the design and content of the special support measures.

The overall aim of this thesis is to analyse the tension between normality and deviance that is manifested in the school’s work procedures for pupils with special educational needs. Related to the overall aim, four overarching research questions are addressed. How have pupils with special educational needs and special education been articulated in national policy documents during recent decades? What perspective on school difficulties are being portrayed in schools’ individual educational plans for pupils with special educational needs? How do school personnel identify and differentiate pupils with special educational needs from “normal” pupils? How do pupils with special educational needs and their parents experience the special support measures that they receive in school and what seems to be the main concern of such support measures?

The thesis consists of four studies that are based on different empirical materials such as policy documents, individual educational plans (IEPs) and qualitative interviews with school personnel, pupils and parents. The methods that are used for analysing the material are policy analysis, content analysis and grounded theory.

The results show that the target group for special support measures has been ascribed with different meanings (over time) in policy documents, something that has affected the recommendations of the support measures and the choice of actors who are assigned to provide such support. Furthermore, the IEPs, as well as the interviews, reveal that an individual perspective on school difficulties seems to be deeply rooted in school.  The identification process of special educational needs followed three models: a pedagogical model, a social model, and a medical/health model.  However, the process of sorting out and defining these pupils invoked ambivalent feelings in the school personnel and the school class usually became the frame of reference for normal or deviant behaviour. Finally, the pupils’ and parent’ main concern of special support measures in school were described as a struggle for recognition and inclusion. The results are discussed with theoretical perspectives on school difficulties and special education. In the concluding discussion, it is argued that pupils with special educational needs have to balance between normality and deviance in school, but also between a pedagogical and a medical discourse by means of having a medical diagnosis in school.

Ort, förlag, år, upplaga, sidor
Umeå: Institutionen för socialt arbete, Umeå universitet, 2009. s. 102
Serie
Studier i socialt arbete vid Umeå universitet : avhandlings- och skriftserie, ISSN 0283-300X ; 64
Nyckelord
Pupils with special educational needs, normality and deviance, special education, grounded theory, medical diagnoses, compulsory school, special support measures
Nationell ämneskategori
Socialt arbete Övrig annan samhällsvetenskap
Identifikatorer
urn:nbn:se:umu:diva-26187 (URN)978-91-7264-857-9 (ISBN)
Distributör:
Socialt arbete, 90187, Umeå
Disputation
2009-10-23, Hörsal B, Samhällsvetarhuset, Umeå universitet, 901 87 Umeå, Umeå, 10:00 (Svenska)
Opponent
Handledare
Tillgänglig från: 2009-10-02 Skapad: 2009-09-29 Senast uppdaterad: 2018-06-08Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltexthttp://dx.doi.org/10.1080/13603110802504176

Personposter BETA

Isaksson, JoakimBergström, Erik

Sök vidare i DiVA

Av författaren/redaktören
Isaksson, JoakimBergström, Erik
Av organisationen
Institutionen för socialt arbetePediatrik
I samma tidskrift
International Journal of Inclusive Education
Socialt arbete

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 814 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf