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  • 1.
    Grape, Ove
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Integrativa processer i samverkan för arbetsrehabilitering av ungdomar2013In: Om samverkan: för utveckling av hälsa och välfärd / [ed] Runo Axelsson, Susanna Bihari Axelsson, Lund: Studentlitteratur, 2013, 1, p. 191-210Chapter in book (Other academic)
  • 2.
    Grape, Ove
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ungdomstorget: samlokaliserad samverkan som stöd för ungdomar i Umeå2012Report (Other academic)
    Abstract [sv]

    Ungdomstorget är inte vilket samverkansprojekt som helst. Bakgrunden är visserligen samma som för många andra projekt, nämligen problemet med att stora grupper av ungdomar saknar rätt förutsättningar för att ta sig in på arbetsmarknaden. Den marginalisering som skapas av arbetslöshet, av att inte ha utbildning, arbete eller ordnat boende är nationellt omfattande och kanske även en del i en trend där många ungdomar hoppat av såväl liv som arbetsliv, innan det ens har börjat.

    Utvecklingen av Ungdomstorget kan ses mot bakgrund av att välfärdsstatens blivit alltmer differentierad och sektoriell, vilket bland annat medfört risker att göra ungdomar till så kallade gråzonsärenden. En ständig ökning av arbetsuppgifter och målgrupper har också skapat en oklar ansvarsfördelning och gränsdragning mellan olika välfärdsmyndigheter. Kritik har framförts mot bristande helhetssyn; inte sällan har individer som står långt ifrån, eller utanför, arbetsmarknaden både medicinska, sociala och arbetsrelaterade behov som behöver tillgodoses. Dessutom har välfärdsarbete i regel komplicerade ärenden samtidigt som det saknas ett gemensamt språk för samtal och samarbete i förhållande till enskilda ärenden.

    Ove Grape och Jens Ineland följt Ungdomstorgets verksamhet. Deras uppdrag har varit att utvärdera projektet. Den här rapporten är slutresultatet av deras utvärdering.

  • 3.
    Gürgens Gjaerum, Rikke
    et al.
    Department of Health and Social Sciences, Harstad Univeristy, Norway.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    The story about theater organizations, the public's approval, and the actors' identity formation in Nordic disability theater2010In: Journal of Social Work in Disability & Rehabilitation, ISSN 1536-710X, E-ISSN 1536-7118, ISSN 1536-710x, Vol. 9, no 4, p. 254-273Article in journal (Refereed)
    Abstract [en]

    Nordic disability theater is a relatively new and interesting field of disability research. In this article, the authors provide an overview of the field of disability theater in a Nordic context. The article is based on a comparative analysis from 3 research projects conducted in Sweden and Norway. The projects used qualitative methods and were analyzed from different theoretical perspectives. Interviews were conducted at 4 different disability theaters involving actors with hearing impairments, intellectual disabilities, physical disabilities, and mental disabilities. The aim of this article is to illustrate how the organizational settings reflect different goals and aims at the political and artistic levels. The authors will also address the relationship between the theaters and the public opinion and media. Finally, they will illustrate in what way organization, recognition, and public approval play an important role for the actors' identity formation and sense of belonging.

  • 4.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Barn till föräldrar med utvecklingsstörning: komplicerade frågor kräver komplicerade svar2004In: Nordisk sosialt arbeid, ISSN 0333-1342, E-ISSN 1504-3037, no 2, p. 139-148Article in journal (Refereed)
    Abstract [sv]

    Att bli förälder innebär nya utmaningar och inte sällan en omgestaltning av ens livsföring. Hur väl vi axlar rollen som föräldrar beror dels på ens personliga utveckling och mognad, dels på yttre samhälleliga förutsättningar. När det gäller den typiska föräldern inleds sällan någon större diskussion kring ett sådant påstående. Debatten har emellertid en benägenhet att ta fart när det gäller föräldrar med utvecklingsstörning. Att denna särskilda kategori föräldrar väcker känslor, visar inte minst den debatt som följde i kölvattnet av TV-programmet Uppdrag gransknings reportage om vad som kom att omnämnas Oskarshamnsfallet.1 Debatten visar tydligt att frågan är angelägen och en fråga om vilken många människor har uppfattningar och åsikter. I föreliggande artikel är avsikten att argumentera för behovet av att komplicera och problematisera villkoren och förutsättningar för familjer i vilka föräldrarna har en utvecklingsstörning.

  • 5.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Disability, culture and normative environments: The art and therapy discourse in theatre projects within the disability area2004In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 6, no 2, p. 131-150Article in journal (Refereed)
    Abstract [en]

    Swedish disability policy is guided by normative principles such as influence, participation and self determination. One way of practicing the policy is to create social settings conductive to the realisation of the aims and objectives in the law. In this article I discuss the condition, content and ideology of one of those normative environments - theatres with intellectually disabled actors. The empirical data collection is conducted in a fieldwork in a municipality in northern Sweden. I intend to discuss the main findings of this study, where the focus highlights the tension present when arranging artistic motivated activities within the frames of the communal social services. The article is based on a study, fully presented in Holmgren (2001).

  • 6.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hybrid structures and cultural diversity in welfare services for people with intellectual disabilities: the case of inclusive education and disability arts in Sweden2016In: Alter;European Journal of Disability Research ;Journal Europeen de Recherche Sur le Handicap, ISSN 1875-0672, E-ISSN 1875-0680, Vol. 10, no 4, p. 289-300Article in journal (Refereed)
    Abstract [en]

    In this article, I deal with the professional and ethical implications within welfare organizations that are characterized by having what I refer to as a hybrid structure in inclusive education and disability arts in Sweden. The article is predominantly theoretical in its character and excerpts from empirical research are used primarily as illustrations of the theoretical issues and themes addressed. Empirical data was collected using qualitative research interviews and a digital web survey. The article suggests that hybrid structures carry both opportunities and threats, as such structures expose (welfare-) organizations to different sets of values and expectations. Both inclusive education and disability arts are constituted by somewhat antagonistic institutional logics. It is argued that this may cause professional ambiguity, considering that institutional logics inform the organizations about what is appropriate in relation to the daily work, e.g. aims, methods, ambitions, and professional relations. An important implication for further research is how teachers and school organizations, as well as cultural workers within social work organizations, deal with the risk of people with ID being stigmatized through labelling, differentiation, or compensatory arrangements without failing to address the fact that some individuals have, and always will have, special needs due to their ID.

  • 7.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hälsa och livskvalitet – vad är det?2013Conference paper (Other academic)
  • 8.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Inclusive education: logics and ambivalence2014In: Special Issue: Abstracts of the Fourth International IASSIDD Europe Regional Congress 14–17 July, 2014, Vienna, 2014, Vol. 27, no 4, p. 295-Conference paper (Refereed)
  • 9.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Knowing,being or doing: A comparative study of human service professionals perspective on quality inday-to-day encounters with clients with intellectual disabilities.2017Conference paper (Refereed)
    Abstract [en]

    Background. How professionals respond to needs and preferences among clients with intellectual disabilities is commonly viewed as an important aspect of quality in welfare services. But what does it mean to decide, act and behave in a professional manner towards people with intellectual disabilities? This presentation analyse views among professionals from three welfare organizations.

     

    Method. The respondents of the study were 421 human service professionals working with people with intellectual disabilities in three different organisations: schools (n=168), social services (n= 152) and healthcare (n=101). The data is based on an open-ended question within a larger digital questionnaire: “What characterises quality in professional encounters with people with intellectual disabilities?” Hence, written excerpts were the primary empirical data. In all, 872 excerpts were analysed: 368 from school, 294 from social services and 210 from healthcare. To analyse the data, a content analysis were applied.

     

    Results. Findings revealed that quality in encounters with people with intellectual disabilities were associated with a) personal attributes, b) pertinent knowledge, c) professional actions and d) ideological awareness. Findings also show differences in responses, both quantitatively (frequency) and qualitatively (content), which seem to be associated with organization.

     

    Implications. The results has ethical implications; clients may need to internalise an institutional rule and norm systems to pursue professional relations and activities without conflict. The results also has implication relates to inter-professional collaboration; i.e. abilities to bridge organisational cultures and resolve differences – e.g. norms, values and views on quality in daily work – to meet complex needs while at the same time maintain external legitimacy. The results indicate that organisational context needs to be considered to enhance knowledge on how different categories of professionals view quality and moral worth when working with people with intellectual disabilities.

  • 10.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Konst, funktionshinder och frågan om legitimitet: om nya domänanspråk på handikappfältet2006In: Organisation och omvärld: nyinstitutionell analys av människobehandlande organisationer / [ed] Ove Grape, Björn Blom & Roine Johansson, Lund: Studentlitteratur , 2006Chapter in book (Other academic)
  • 11.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kropp och känsla: perspektiv på utvecklingsstörning och hälsa2014In: Socialmedicinsk Tidskrift, ISSN 0037-833X, no 6, p. 640-650Article in journal (Refereed)
    Abstract [en]

    This article discusses perspectives of health in relation to people with intellectual disabilities. Two approaches are introduced: health and lifestyle habits, and health, identity life styles. A point of departure is the specific social and societal position in which people with intellectual disabilities are living. If health is primarily linked to lifestyle habits, questions about quality of life, identity, well-being and socio-economic conditions for health risk being neglected. This relation between different aspects on health is always relevant in principle, but is further intensified in an institutional context of disability care. Based on these different perspectives, the article raises questions how education, work and employment, economic conditions, access to public healthcare as well as autonomy affects the ability for people with intellectual disabilities to make independent decisions in every-day life that promote health in terms of well-being, quality of life and social identification.

  • 12.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Legitimacy and ambiguity: institutional logics and their outcome for people with intellectual disabilities2019In: Research and Practice in Intellectual and Developmental Disabilities, ISSN 2329-7018Article in journal (Refereed)
    Abstract [en]

    Organisations providing services for people with intellectual disabilities operate within a context of legal, moral, and institutional frameworks. This article uses an institutional framework to analyse two types of welfare organisations for people with intellectual disabilities in Sweden: inclusive education and disability arts. These two empirical cases show that because disability organisations operate at the intersection of different institutional spheres, their aims and activities are subjected to differing, and at times conflicting, expectations. Using an institutional framework helps to identify the influence of conflicting logics and external roles on the daily encounters that professionals have with people with intellectual disabilities. The findings raise ethical considerations about the moral status of people with intellectual disabilities in contemporary society.

  • 13.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Logics and ambivalence: professional dilemmas during implementation of an inclusive education practice2015In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 6, no 1, p. 53-71, article id 26157Article in journal (Refereed)
    Abstract [en]

    Although inclusion has been a value set forth in international policy arenas and a focus for school development, research indicates there are problems in establishing more inclusive practices. Teachers may favor an inclusive model of education but often experience difficulty implementing inclusive practices. The aim of this article was to analyze teachers’ experiences during the implementation of a top-down-initiated inclusive practice in a municipality in northern Sweden. The empirical data is based on qualitative interviews with four teachers, two from a special school and two from a compulsory school. The results show professional ambivalence in relation to introduction and information, cooperation and views on inclusion. The results are analyzed from an institutional theoretical approach and show that two institutional logics are apparent. One is educational logic, which is formal/ideological and contains norms and values connected to ideological ideals such as normality, equality, and inclusion. The other is social logic, which is not informal but vague and pragmatic; differentiation and disability are key aspects. Consequently, important inter-professional aspects of the implementation process, such as information, cooperation, and views on inclusion, were characterized by ambivalence. To conclude, the article adds to the discussion of the challenges—administrative, organizational, and practical—in implementing new discursive practices within inclusive education such as norms and values, routines, and rituals, which are not easily changed, regardless of political rhetoric.

  • 14.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Logics and discourses in disability arts in Sweden: a neo-institutional perspective2005In: Disability & Society, ISSN 1360-0508 (electronic) 0968-7599 (paper), Vol. 20, no 7, p. 749-762Article in journal (Refereed)
    Abstract [en]

    Theatre for and with people with intellectual disabilities has gradually become a more frequent and popular work arrangement within the municipal daily activities in Sweden. This article focuses on one of those theatres - Olla - and the aim is to analyse the institutional settings and normative environment surrounding the theatre and the way in which it relates to different institutional rules and expectations. Analytical implications will be drawn against neo-institutional theory and will show how Olla expresses both an artistic and a therapeutical logic, and that legitimacy is dependent on a loosely coupled formal structure between process and product, art and therapy. These logics are formulated within two different discourses, which leave Olla balancing between being a normalisation project or disability art which puts emphasis on the celebration of difference.

  • 15.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Mellan konst och terapi: Om teater för personer med utvecklingsstörning2007Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    In this dissertation, a qualitative research project has been conducted focusing on two theatres for persons with intellectual disabilities. The aim of the dissertation was to analyze the ideological tension between artistic practises and the institutional setting in which they are arranged. The aim of the thesis was answered through the following questions:

    What happens when a new and innovative logic is introduced on a well established organisational field?

    How do Rebellerna and Ållateatern translate and manage the institutional setting under which they are working?

    How do Rebellerna and Ållateatern relate to the surrounding environment?

    The analysis is based on a qualitative research project conducted over a period of two years on Ållateatern and six mounts on Rebellerna. Theoretically, the analysis has been inspired by disability theory and neo-institutional theory. In the dissertation I argue that Rebellerna and Ållateatern, in their formal structure, reflect two different logics, which have influenced their relationship with the institutional environment as well as with the actors working at the theatres. These logics have been interpreted as a consequence of the need for human service organizations to obtain legitimacy from the institutional environment. However, on an individual level the tension between an artistic logic and a therapeutic logic has had a social meaning for the actors working at Rebellerna and Ållateatern. It has generated a selfunderstanding which besides the role of a client to the welfare state also includes the role of an actor. These experiences have generated a stronger belief in their own capabilities and a sense of pride. It has also challenged established social meanings on intellectual disabilities. However, one conclusion in the thesis is that both Ållateatern and Rebellerna have had an impact in influence the organisational field of daily activities. Another conclusion is that the tension between therapy and art on an individual level represents an important building block to generate a formation of identity and sub-cultural belonging.

  • 16.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Mäta hälsa, levnadsvanor och livsvillkor hos personer med utvecklingsstörning: teoretiska och metodologiska perspektiv och överväganden2013Report (Other academic)
    Abstract [sv]

    Hur ser hälsan, levnadsvanorna och livsvillkoren ut för personer med utvecklingsstörning? Och hur förhåller sig dessa till övriga befolkningen? Kan man bedöma i vilken mån ohälsa är en följd av själva utvecklingsstörningen och när är den knuten till sociala omgivningsfaktorer (som är möjliga att förändra och anpassa)? Och vidare:hur skulle en empirisk undersökning av hälsan hos personer medutvecklingstörning kunna genomföras? Denna förstudie innehåller en kartläggning av den internationella forskningen om hälsan hos personer med utvecklingsstörning, en genomgång av såväl nationella som internationella definitioner och klassifikationer av utvecklingsstörning samt förslag och rekommendationer hur en mätning av hälsa, levnadsvanor och livsvillkor hos personer med utvecklingsstörning kan genomföras. Ambitionen har varit att problematisera begreppet hälsa och livskvalitet hos målgruppen som i många avseenden har en särskild samhällelig position till följd av sinfunktionsnedsättning samt ge konkreta förslag och rekommendationer på hur enmätning av hälsa, levnadsförhållanden och livsvillkor kan genomföras. Delstudien har även försökt problematisera på vilket sätt den samhälleliga utvecklingen mot ökad individualisering, som inneburit en form av frigörelse för personer med utvecklingsstörning men som även rymmer risker, påverkar arbetet med att förstå, mäta och förbättra hälsan hos personer med utvecklingsstörning.

  • 17.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Normality and identity in post-modern society: discursive contradictions in the field of disability2011In: / [ed] NNDR Nordic Network on disabilty research, 2011Conference paper (Refereed)
  • 18.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Normalization, authenticity and reflexivity: on staging ordinary life in disability care2009In: / [ed] The Nordic Network on disability research, NNDR, 2009Conference paper (Other academic)
  • 19.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Organisation och utvecklingsstörning: Specialpedagogiska utmaningar för praktik och forskning2015In: Erityiskasvatus, ISSN 0787-4936, Vol. 1, no 2Article in journal (Other academic)
  • 20.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Organisational perspectives on community participation for people with intellectual disabilities2017Conference paper (Other academic)
    Abstract [en]

    In several life areas people with intellectual disabilities cannot participate in society on equal terms. Human service professionals often play a key role in daily face-to-face encounters with people with intellectual disabilities as they are expected to provide services of quality and put into practice the core concepts and guidelines stipulated in laws and regulations. To broaden under understanding on social interaction and professional relations in the field of intellectual disabilities, this presentation argue that organizational context is important to recognize. Not at least because organizational and institutional context uphold normative frameworks and that these frameworks holds core values such as equality, participation and inclusiveness in social, medical and educational policies. This framework also determines how the world should be perceived and provide to professional ideas about what is appropriate and desirable objectives and actions in their dealings with people with intellectual disabilities. therefore, attitudes, actions and aspirations among professionals cannot be reduced only to individual characteristics, traits and motives. This presentation take an organizational perspective and discuss both obstacles and opportunities when guided by ideas and ideologies of community participation. The presentation also discuss to what extent and with what social consequences, welfare organisations rule- and norm systems, influence the way professionals use their scope of action to meet and respond to individual needs and preferences. This is important to address, considering that professionals in these organization contexts needs to respond to an inherent conflict between conformity and individual authority; between normative assumptions of what is considered normal, appropriate, and desirable (e.g., participation, inclusion)at a given time, and opportunities for people with intellectual disabilities to articulate individual identities and life projects.

  • 21.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Social media as arena for empowerment?2017Conference paper (Refereed)
    Abstract [en]

    The presentation discusses how and to what extent it is possible to claim that digital media (Twitter) is a tool and a means for empowerment for people with disabilities. Since the early days of internet, digital media has been considered to give voice to the unheard and hence give marginalized groups place in the public debate. That has also been the case for people with disabilities. It has been recognized that social media and social networks have potential to support social relationships, self-determination and to expand their communication channels and influence identity formation processes. However, empirical evidence in our study suggests that general assumptions regarding the democratizing effect of digital media has to be nuanced. Twitter tweets can be” labelled” through the use of the hashtag-sign (#), and hashtags can be established on a private initiative, and be sustained over time if a community agrees (through practice) to use a mutual hashtag. In Sweden the hashtag #funkpol (short for function politics) is used to discuss topics related to different sorts of disabilities. We set up a personal archive and retrieved all tweets during a course of 6 months which amounted to approximately 10.000 tweets. Our analysis focus on who the most active twitterers are, who are addressed, and whose tweets are retweeted (which is an indication of importance and authority in this community). Early results indicate that (unheard) people with disabilities are primarily among those who tweet, but not even among the most active. But among those who are mentioned and re-tweeted (actors with importance), we find to a larger degree representatives from the official Sweden (disabled or not). So – is digital media (in this case Twitter) an arena for empowerment? Yes, and no! People with disabilities (and their relatives) are frequent twitterers, but the accounts and tweets among the most active twitterers are not picked up by others in proportion to their activity. Institutions and established power instances (advocacy organizations, politicians and media), do not respond to the same extent as they are addressed - at least not directly on Twitter - according to our findings. Digital and social media can not uncritically be approached as part of a process of empowerment. Instead our study suggest that social media can in fact be an arena where established structures are consolidated. However, it is difficult to estimate to what extent private voices aired may contribute to changing opinions, representations and public discourse on disabilities.

     

  • 22.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    The story about theatre organisation, the public’s approval and the actors identity process in Nordic Disability Theatre2008In: / [ed] 4th Biennial Disability Studies Conference, 2008Conference paper (Refereed)
  • 23.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Utvecklingsstörning och föräldraskap2013Conference paper (Other academic)
  • 24.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Utvecklingsstörning, samhälle och välfärd2013Conference paper (Other academic)
  • 25.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Gelfgren, Stefan
    Umeå University, Faculty of Arts, Humlab.
    Cocq, Coppélie
    Umeå University, Faculty of Arts, Humlab. University of Helsinki, Department of Cultures.
    Negotiating Authority: Disability, Interactions and Power Relations on Twitter2019In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 21, no 1, p. 238-249Article in journal (Refereed)
    Abstract [en]

    Social media is often seen as an arena for negotiation of power, where marginalized voices can be given influence in the public debate. This study focuses the use of Twitter for discussions related to disabilities and disability policy in Sweden. The empirical material is gathered through the hashtag (#) “funkpol”, the primary hashtag used to discuss such topics. Empirical data was gathered using a scripted Google spreadsheet. Over a period of 6 months, approximately 10.000 tweets were retrieved. Our findings show nine different categories of twitterers. According to patterns visible in the study, the most active twitterers – the private twitterers – reached out to the established power (advocacy organizations, politicians and media). However, these instances did not respond as much as they were addressed – at least not directly on Twitter. The article shows how private actors are active but not picked up in the public debate. Instead, established power structures prevailed.

  • 26.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Grape, Ove
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Spira utvecklingstrappan: En utvärdering av projektdeltagarnas situation en tid efter avslut2011Report (Other academic)
  • 27.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Grape, Ove
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Ungdomstorget en väg in: om samverkan inom arbetslivsrehabilitering för ungdomar. Delrapport2010Report (Other academic)
  • 28.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hjelte, Jan
    Umeå Municipality, Sweden.
    Knowing, being or doing?: A comparative study on human service professionals' perceptions of quality in day-to-day encounters with clients and students with intellectual disabilities2018In: Journal of Intellectual Disabilities, ISSN 1744-6295, E-ISSN 1744-6309, Vol. 22, no 3, p. 246-261Article in journal (Refereed)
    Abstract [en]

    What does it mean to decide, act and behave in a professional manner towards people with intellectual disabilities? This article analyses how professionals from three welfare organizations describe quality in daily encounters with people with intellectual disabilities. Four hundred and twenty-one respondents participated in the study. Our empirical data consisted of written excerpts exclusively. Findings revealed that quality in encounters with people with intellectual disabilities was associated with personal attributes, pertinent knowledge, professional actions and ideological awareness. Findings also show differences in responses, both quantitatively (frequency) and qualitatively (content), which seem to be associated with organization. This reflects that human service organizations, as normative environments, underpin ideas about relevance and appropriateness in day-to-day situations, forming actions and perceptions among its members. Our conclusion is that organizational context needs to be considered to enhance our knowledge on how different categories of professionals view quality and moral worth when working with people with intellectual disabilities.

  • 29.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hjelte, Jan
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Knowing, being or doing?: Perceptions among human service professionals about quality in day-to-day encounters with people with intellectual disabilities.2016Conference paper (Refereed)
  • 30.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Karhina, Kateryna
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Workplace-based learning and school-to-work transitions among special needs upper-secondary students with intellectual disabilities in Sweden2019In: Book of Abstracts, NNDR 2019, 2019Conference paper (Refereed)
    Abstract [en]

    Introduction and research questions

    Having a job commonly viewed as important for people’s health and well-being as well as their social roles and social status in society. Work is also imposed by society for its socio-cultural values and provides prerequisites for social inclusion. There are several important transitions during the life course. Being able to gain and maintain a job is one them, a transition also strongly associated with adulthood as it brings autonomy, social networks and economic independence. People with intellectual disabilities, who have attended special upper secondary school, face harsh discrepancies between the desire to be employed and available opportunities. Although Sweden exhibits one of the highest measures of human equality and GDP growth worldwide, people with intellectual disabilities confront limited access to employment, compared to non-disabled citizens. To deal with this propensity, workplace-based learning (WBL) was implemented in the special upper secondary schools in Sweden in 2013. It is hoped that WBL will help students acquire vocational skills, learn vocational cultures and become a part of the community at a workplace. However, there is limited knowledge about WBL and if and how it enhances opportunities at the labor market for students with intellectual disabilities. This presentation reports experiences about WBL amongst professionals in schools from five different municipalities: how are they working with WBL, how is WBL monitored and evaluated, and to what extent is WBL perceived to improve entry to the labor market for students with intellectual disabilities?

    Method

    Our findings are based on empirical data retrieved through semi structured interviews with professionals working with WBL in special upper secondary schools. Data was collected in the autumn of 2018, thus the presentation report on up to date new findings. To analyze the empirical data, a thematic content analysis was conducted.

    Results

    Our presentation focuses on three preliminary findings. First, there is an overall positive view on WBL and the opportunities to enhance the students’ transition to employment. Second, there is no mutual evaluation and documentation procedures in the different municipalities, which professional collaboration and complicate coordinated transitions from school to work. Third, findings also show big differences, both in relation to both WBL and employments, between private and public sector employers. Despite of the recent changes in public policy, private sector still provides more WBL-places and employments for young adults with intellectual disabilities.

    Implications

    Our study suggest that more research on WBL and school-to-work transitions is needed, not at least research focusing on individual experiences amongst people with intellectual disabilities. It also indicate that improved coordination between school, employers and other work agencies is important to improve quality in WBL as well as enhance the possibilities for future employments for students with intellectual disabilities.

  • 31.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Löfgren, Kent
    Umeå University, Faculty of Social Sciences, Department of Education.
    Studieprestation och karriärvägar hos elever som skrivit ut sig från särskolan: en utvärderingsrapport2015Report (Other academic)
  • 32.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Martin, Molin
    Högskola Väst.
    Handle with Care: Staff Experiences of Difficulties working with People with Intellectual Disabilities2016Conference paper (Refereed)
  • 33.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Molin, Martin
    Högskolan Väst.
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Discursive tensions in late modern society: on education and work for people with intellectual disabilities in Sweden2015In: European Journal of Social Education, ISSN 1810-4789, no 26-27, p. 118-136Article in journal (Refereed)
    Abstract [en]

    The article problematizes the way late modern society has contributed to discursive tensions in the welfare state services for people with intellectual disabilities in Sweden. We illustrate how disability practices, such as educational systems and work-life arrangements for people with intellectual disabilities, are characterized by an institutional ambiguity following the institutional logic of the welfare state. By relating to a broader societal perspective, it is argued that the choices of lifestyle among young people with intellectual disabilities are closely linked to the notion of late modern society and its demands for flexibility and constant re-creation of identities. This paradox highlights a challenge for special programme schools as well as disability care organizations, since the dual identity of belonging to both the client category and to an identity constructed through belonging to the civil society characterizes the young generation of persons with ID.

  • 34.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Molin, Martin
    Avdelningen för socialpedagogik och sociologi. Högskolan Väst..
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Handling plurality and dealing with difficult work experiences: a comparative study of human service professionals' work with individuals with intellectual disabilities2018In: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130, Vol. 15, no 1, p. 36-42Article in journal (Refereed)
    Abstract [en]

    This article examines how administrators in social services (n=70) and habilitation staff in healthcare (n=40) in Sweden experience difficult work situations in their daily work with people with intellectual disabilities (ID). The research aim was a) to scrutinize the most typical aspects of difficult working situations and b) to apply a comparative analysis of differences and similarities, where the respondents’ organizational affiliations are taken into account. The results are primarily based on a content analysis, although contextual standardized questions were also included. The results revealed that experiences of difficult work situations were associated with (1) structure, (2) professional role, (3) relationships, and (4) collaboration. The study also demonstrate that the respondents’ experiences of difficulties did not correspond to work dissatisfaction or unclear goals. On the contrary, handling this plurality within a specific organizational context was interpreted as an important aspect of professionalism. We argue that the different characteristics of the organizations reflect two different institutional logics. While the administrators mainly operated within an administrative logic based on a regulatory framework, the habilitation staff operated within a therapeutic logic based on a cognitive framework. The organizations different norms and rule systems, seem to have influenced when, and to what extent, everyday situations were experienced and defined as difficult when working with people with intellectual disabilities. This suggest that organizational context are important to acknowledge in order to understand professional experiences within intellectual disability services.

  • 35.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Molin, Martin
    Högskolan Väst.
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Intellektuell funktionsnedsättning, samhälle och välfärd2019 (ed. 3)Book (Other academic)
    Abstract [sv]

    Denna tredje upplaga har genomgått en omfattande revidering utifrån ny lagstiftning och aktuell forskning. Den innehåller också ett nyskrivet kapitel om centrala utmaningar för professionella som arbetar med personer med intellektuell funktionsnedsättning. Sedan bokens första upplaga har benämningen av målgruppen ändrats, vilket är motivet till att denna upplaga har fått en ny titel.Valfrihet, egenmakt och individuell frihet är ledord i den svenska välfärdspolitiken.

    Att individen själv ska ha rätt att bestämma över sin vardag har inneburit natt man inom funktionshinderpolitiken alltmer har kommit att betona den enskildes möjlighet att påverka villkoren för stöd och hjälpinsatser. Men vad händer när personer med funktionsnedsättningar inte primärt ser sig som behövande av stöd och service, utan baserar sina livsprojekt på helt andra visioner, mål och värden?

    Författarna har mångårig erfarenhet av verksamhetsnära arbete och deras forskning är inriktad på de villkor som omgärdar arbetet med personer med intellektuell funktionsnedsättning. I den här boken sätts dessa erfarenheter och villkor in i en bredare samhällelig och välfärdspolitisk kontext. 

    Boken vänder sig till studenter vid samhällsvetenskapliga, beteendevetenskapliga och vårdvetenskapliga utbildningar men även till yrkesverksamma inom välfärdssektorn och andra som är intresserade av frågor om intellektuell funktionsnedsättning.

  • 36.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Molin, Martin
    Göteborgs universitet .
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Normalitet och identitet i det senmoderna: om personer med intellektuella funktionshinder i relation till utbildning och arbete2013In: Socialvetenskaplig tidskrift, ISSN 1104-1420, Vol. 20, no 1, p. 53-70Article in journal (Refereed)
    Abstract [sv]

    Artikeln diskuterar och problematiserar de erfarenheter som unga vuxna personer med intellektuella funktionshinder ger uttryck för i relation till en organisatorisk och samhällelig kontext. En utgångspunkt i artikeln är spänningsförhållandet mellan funktionshinderpolitikens institutionella logik och de idéer, identiteter och föreställningar om framtiden som kommer till uttryck hos unga vuxna personer med intellektuella funktionshinder. Vi relaterar till ett bredare samhällsperspektiv och argumenterar för att nya livsstilsanspråk är nära förknippade med föreställningen om det senmoderna samhället och dess ökade krav på flexibilitet och ständigt återskapande av identiteter.

  • 37.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Molin, Martin
    Göteborgs universitet.
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Utvecklingsstörning, samhälle och välfärd2013 (ed. 2.1)Book (Other academic)
  • 38.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Molin, Martin
    högskolan i Väst.
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Utvecklingsstörning, samhälle och välfärd2009Book (Other academic)
  • 39.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rehn, David
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Bäckman, Kristian
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Mellan lagbok och känsla: Hur professionella resonerar om utvecklingsstörning och föräldraskap2013In: Socionomens forskningssupplement, ISSN 0283–1929, Vol. 34Article in journal (Refereed)
  • 40.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Sauer, Lennart
    Institutional environments and sub-cultural belonging: theatre and intellectual disabilites2007In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 9, no 1, p. 46-57Article in journal (Refereed)
    Abstract [en]

    This article analyses a theatre, Olla, which has actors with intellectual disabilities.Using qualitative methods the aims are to analyse how Olla relates to institutional environmentsand to analyse the social meaning of acting. The results are based on two empirical researchprojects using three qualitative methods: participant observation; open, non-structured qualitativeinterviews with both the leaders and the actors; and research circles with the actors. The resultswere analysed from a neo-institutional and a sub-cultural perspective. The results show that, at anorganizational level, Olla is connected to the two different logics, which generate a certainambivalence in relation to the surrounding environment. Legitimacy is rooted in a duality betweenprocess and product, art and therapy. However, the process at hand creates cultural meaning,where the emphasis is on the identification and celebration of difference. By sharing the samecultural belonging and by expressing this in relation to the public, the actors have developedconfidence and strength with emancipatory significance. It has given them an instrument withwhich to deal with their experiences of ambivalence to their environment.

  • 41.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Kulturella aktiviteter för personer med utvecklingsstörning – en pedagogisk utmaning2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 1, p. 31-51Article in journal (Refereed)
    Abstract [sv]

    Syftet med denna artikel är att beskriva och analysera olika perspektiv på mål och metoder i arbetet med teater för personer med utvecklingsstörning. Studiens empiriska material baseras på två delstudier, där den ena utgjordes av en nationell kartläggning i form av en enkätstudie riktad till 27 konst- och kulturinriktade verksamheter för och med personer med utvecklingsstörning och den andra var en fallstudie som genomfördes vid en teaterverksamhet organiserad inom ramen för en daglig verksamhet i en mellanstor svensk kommun. Resultaten visar att kulturella verksamheter för och med personer med utvecklingsstörning karaktäriseras av en dubbelhet ambivalens mellan olika logiker. Detta återspeglas i såväl målformuleringar som i de metoder som används i de studerade verksamheterna. Metodanvändningen i praxis, indikerar att man strävar både efter konstnärlig kvalitet och handikappideologiskt motiverade mål och syften där de senare är mer tydligt kopplade till själva målgruppen.  Även i fråga om verksamheternas mål reflekteras en dubbelhet där samhälleliga- och organisatoriska mål rör konstnärliga- och samhällsförändrande ambitioner medan individuella mål huvudsakligen tar sikte på enskilda människors sociala, kognitiva och emotionella utveckling. Resultaten synliggör enligt vårt förmenande en grundläggande pedagogisk utmaning. Det rör hur man operativt i kulturella verksamheter för personer med utvecklingsstörning både upprätthåller tillhörigheten till en viss välfärdspolitisk miljö (skola, socialtjänst, etc.) och till viktiga civilsamhälleliga teman som identitet, sociala roller och subkulturell tillhörighet.

  • 42.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Normalitet och identitet: - om individuella livsprojekt och kollektiva lösningar2012Conference paper (Other academic)
  • 43.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Självständigt liv2011In: / [ed] FUB:s forskningsstiftelse Ala, 2011Conference paper (Other academic)
  • 44.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Theatre with people with intellectual disabilities as art or therapy?2004In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 48, no 4-5, p. 398-Article in journal (Refereed)
    Abstract [en]

    Aim: To discuss theatre as an activity for forming identity for persons with ID in the postmodern society. The paper is based on two empirical research projects carried out in Sweden.

    Method: A range of qualitative methods, i.e. interviews, participant observations and research circles.

    Results: The result is somewhat ambiguous. It shows that cultural activities are a platform for redefining the social meaning of ID. But it also indicates a potential dilemma between the artistic aims and the organizational and political objectives with disability services.

    Conclusions: Results highlight the delicate balance to be achieved in developing new practices (e.g. theatre) within normative environments, without making people with ID into pawns in an ideologically originated and politically decided game.

  • 45.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Unga människor med utvecklingsstörning ser sig inte som omsorgstagare och klienter2011In: INTRA, ISSN 1102-4143, p. 18-20Article in journal (Other (popular science, discussion, etc.))
  • 46.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sauer, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Molin, Martin
    Avdelningen för socialpedagogik och sociologi, Högskolan Väst.
    Sources of job satisfaction in intellectual disability services: A comparative analysis of experiences among human service professionals in schools, social services, and public health care in Sweden2018In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532, Vol. 3, no 4, p. 421-430Article in journal (Refereed)
    Abstract [en]

    Background. The research aim of this study was to analyse aspects of job satisfaction in daily work with people with intellectual disability (ID) in schools, social services and health care. Method. With a comparative approach, we collected data via a digital questionnaire with in total 333 respondents. The empirical material was analysed through a thematic content analysis. Results. The result showed that perceptions of job satisfaction could be differentiated into five typological categories: (1) the target group; (2) social rewards; (3) social relations; (4) professional core mission; and (5) results and outcomes. The findings also showed apparent differences in responses, both in terms of frequency and content, which seem to be associated with the respondents’ organisational affiliations. Conclusion. This study suggests that differences in experiences seem to be associated with work assignments, professional identities and organisational affiliation.

  • 47.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Silfver, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Bedömning och betygssättning av elever med utvecklingsstörning: attityder och erfarenheter från pedagogers perspektivs2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 1-2, p. 107-126Article in journal (Refereed)
    Abstract [sv]

    Den nya skollagen som trädde i kraft 2010 stipulerar att elever med utvecklingsstörning ska bedömas och, om vårdnadshavare så önskar, betygssättas. Syftet med föreliggande studie är att beskriva och analysera attityder och erfarenheter bland pedagogisk personal inom grund- och grundsärskola kring bedömning och betygssättning av elever med utvecklingsstörning. Informanterna kom från fem olika kommuner. Resultatet baseras på 115 lärare och pedagogers svar på en öppen och en standardiserad enkätfråga. Den kvalitativa frågan visade på utmaningar med betygssättning, vilka associerades till elevgruppens förutsättningar, rollen som lärare och pedagog samt till policy. Den standardiserade frågan visade att betygsättning har relativt svagt stöd bland lärare och pedagoger. Resultaten pekar på kluvenheten mellan olika logiker och att denna kluvenhet reflekterar en mer övergripande imitations- och autenticitetsproblematik i hanteringen av personer med utvecklingsstörning.

  • 48.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Sjöström, Stefan
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Normalisering, autenticitet och reflexivitet: om iscensättande av det vanliga livet i handikappomsorg2007In: Socialvetenskaplig tidskrift, ISSN 1104-1420, Vol. 14, no 4, p. 266-279Article in journal (Refereed)
    Abstract [sv]

    This article attempts to elaborate on the scholarly discourse about normalisation in disability care. More specifically, the problem of imitation is addressed. The aim is to cast light on the tension between artificially created, “authentic” reality in activities that try to achieve nor-malisation for people with disability. The discussion is carried out by using examples from theatre for people with mental disability and home care for people with long-term mental ill-ness.

    Disability care in Swedish municipalities is described in terms of institutional logic. The logic of care is characterised by three sets of elements: regulative elements are made up of legislation, policy guidelines and organisational framework; normative elements like integra-tion and participation are grounded in national disability policy; cognitive elements are taken-for-granted values held by actors on the disability field, e.g. the value of work, not staying up all night, etc.

    When professionals undertake normalising activities, the logic of care is welded with a logic of everyday life. The underlying assumption appears to be that users benefit from lead-ing a life as similar to what is considered as normal as possible. The article probes deeper into two such logics, the logic of theatre and the logic of home. The logic of theatre stresses the artistic and creative elements of the work with disabled clients, which creates the opportunity to achieve alternative identities for users. The logic of home involves values such as a sense of control, the home as conveyor of identity, and providing a setting for important relations.

    Both theatre and home care involve institutional ambiguities. When welfare institutions attempt to imitate authentic everyday life, the assumption is that this would bring about posi-tive effects for clients. However, it is difficult to create this kind of authenticity within the therapeutic context of disability care – clients and outsiders are likely to see through the artifi-cial design of the situation. Occasionally, though, magic moments may occur when clients and staff engage in genuine activities that transcend the therapeutic purpose.

    However, given Giddens’ conception of late modernity, the problem of imitation may ap-pear less problematic. The design of normal-appearing environments in disability care seems to be similar to and no-less artificial than what is the case with normal people, in an age where individuals increasingly tend to reflexively create their identities.

  • 49.
    Ineland, Jens
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Starke, Mikaela
    Institutionen för socialt arbete, Göteborgs universitet.
    Work satisfaction among human service professionals2019In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 63, no 7, p. 889-889Article in journal (Other academic)
    Abstract [en]

    Introduction: Work satisfaction among professionals in human service organisations is often viewed as an important aspect of quality – for professionals but also for those who are receiving the support. Professionals who report high levels of job satisfaction also provide services of higher quality compared to those who are dissatisfied. For the service users this is considered as central especially for those with long‐lasting support such as persons with intellectual disabilities. The presentation demonstrate work satisfaction among professionals in social service, school and health care working with people with intellectual disability.

    Methods: Data was collected using a digital questionnaire and the presentation is based on written excerpts (n = 925) on an open‐ended question from a total of 333 respondents.

    Results: Results showed that positive work experiences were associated with autonomy, competence, nature of the work, collaboration, response and feedback, work environment, support and the target group. In the presentation we provide empirical evidence for these different aspects of work satisfaction.

    Implications: To conclude the study contributes with knowledge concerning important factors and circumstances that provides professionals within the field of intellectual disability with work satisfaction. More research is needed to understand job satisfaction among human service professionals in the field of intellectual disabilities.

  • 50.
    Lennart, Sauer
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Molin, Martin
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sources of job satisfaction among professionals in intellectual disability services2016Conference paper (Refereed)
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