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Struggling for recognition and inclusion: parents' and pupils' experiences of special support measures in school
Umeå University, Faculty of Social Sciences, Department of Social Work.
Göteborgs universitet, Institutionen för Socialt arbete .
Umeå University, Faculty of Medicine, Department of Clinical Sciences, Paediatrics.
2010 (English)In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 5, no 1Article in journal (Refereed) Published
Abstract [en]

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
Keyword [en]
grounded theory, pupils with special educational needs, special education, special support measures, medical diagnosis, personal experiences
National Category
Other Medical Sciences not elsewhere specified
Identifiers
URN: urn:nbn:se:umu:diva-26168DOI: 10.3402/qhw.v5i1.4646ISI: 000281886400001OAI: oai:DiVA.org:umu-26168DiVA: diva2:240688
Available from: 2009-09-29 Created: 2009-09-28 Last updated: 2017-12-13Bibliographically approved
In thesis
1. Spänningen mellan normalitet och avvikelse: om skolans insatser för elever i behov av särskilt stöd
Open this publication in new window or tab >>Spänningen mellan normalitet och avvikelse: om skolans insatser för elever i behov av särskilt stöd
2009 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Umeå: Institutionen för socialt arbete, Umeå universitet, 2009. 102 p.
Series
Studier i socialt arbete vid Umeå universitet : avhandlings- och skriftserie, ISSN 0283-300X ; 64
Keyword
Pupils with special educational needs, normality and deviance, special education, grounded theory, medical diagnoses, compulsory school, special support measures
National Category
Social Work Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:umu:diva-26187 (URN)978-91-7264-857-9 (ISBN)
Distributor:
Socialt arbete, 90187, Umeå
Public defence
2009-10-23, Hörsal B, Samhällsvetarhuset, Umeå universitet, 901 87 Umeå, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2009-10-02 Created: 2009-09-29 Last updated: 2009-10-02Bibliographically approved

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