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Teachers’ Views on Support in Small Rural Schools for Students with Special Educational Needs
Umeå University, Faculty of Social Sciences, Department of Education.
Åbo Akademi, Faculty of Education and Welfare Studies, Vaasa, Finland.
Nord University, Faculty of Professional Studies, Bodø, Norway.
2016 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 36, no 1, 20-37 p.Article in journal (Refereed) Published
Abstract [en]

This study seeks to describe and analyse teachers’ views on the resources available for supporting students with special educational needs in rural Nordic schools. Interviews were conducted with ten teachers from seven rural schools in Sweden, Norway and Finland. The interview data were analysed and the following categories identified: relationship, collaboration, distance and concerns. Relationship and collaboration are enabling conditions for support while distance and concern are constraining conditions. The teachers seem to possess an inner force which helps them to find pedagogical models for their students. External concerns, lack of funding and concern of school closure are ever-present.

Place, publisher, year, edition, pages
Universitetsforlaget, 2016. Vol. 36, no 1, 20-37 p.
Keyword [en]
rural teacher, rural school, special educational support, special educational needs multi-grade teaching
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-117573DOI: 10.18261/issn.1891-5949-2016-01-03OAI: oai:DiVA.org:umu-117573DiVA: diva2:908326
Available from: 2016-03-02 Created: 2016-03-02 Last updated: 2016-03-02Bibliographically approved

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