Struggling for recognition and inclusion: parents' and pupils' experiences of special support measures in school
2010 (English)In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, Vol. 5, no 1Article in journal (Refereed) Published
During the last decade an increasing use of differentiated support measures for pupils with special educational needs, indicative of a discrepancy between educational policies and practices, has been witnessed in Sweden. Another trend has been the increased use of medical diagnoses in school. The aim of this study was to explore the main concern of support given to pupils with special educational needs and how pupils and parents experience and handle this. Interviews were conducted with 8 pupils in grades 7-9 – and their parents – at two compulsory schools in a city in northern Sweden. A grounded theory approach was used for analysing the interview data. A conceptual model was generated illuminating the main concern of special support measures for pupils and parents. The core category of the model, struggling for recognition and inclusion, was related to two categories which further described how this process was experienced and handled by the participants. These categories were labelled negotiating expertise knowledge within a fragmented support structure and coping with stigma, ambivalence and special support measures. The developed conceptual model provides a deeper understanding of an ongoing process of struggle for recognition and inclusion in school as described by the pupils and parents.
Place, publisher, year, edition, pages
Stockholm: Co-Action Publishing , 2010. Vol. 5, no 1
grounded theory, pupils with special educational needs, special education, special support measures, medical diagnosis, personal experiences
Other Medical Sciences not elsewhere specified
IdentifiersURN: urn:nbn:se:umu:diva-26168DOI: 10.3402/qhw.v5i1.4646ISI: 000281886400001OAI: oai:DiVA.org:umu-26168DiVA: diva2:240688