Articulatory practices on the meaning of special education in Swedish policy documents
2009 (English)Other (Other academic)
This study focuses on how the meaning of special education has been constructed in policy documents and public investigations during recent decades. More specifically, the analysis focuses on acts of articulations regarding the target group for special education, the recommendations about special support measaures and the groups of professionals assigned to deliver such support. The material consists of policy documents, 4 Government Bills and 1 Official report, from the late 1980s, the 1990s and the 2000s. The documents were selected because of their relevance for special education and pupils with special educational needs. Furthermore, the material was subjected to a policy analysis that was inspired by a discourse theory approach. The results of the analysis shows that the target group for special education, i.e. pupils with special educational needs, have been articulated and attributed with different meanings in the selected documents. Such articulations have ascribed different meanings to the official special education discourse over time and affected the choice of recommended support measures and actors involved in such measures.
Place, publisher, year, edition, pages
special education, policy analysis, pupils with special educational needs, special support measures, articulatory practices
Social Work Other Social Sciences not elsewhere specified
IdentifiersURN: urn:nbn:se:umu:diva-26178OAI: oai:DiVA.org:umu-26178DiVA: diva2:240732