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Holmgren, M. (2024). Expanding the special education professional toolbox: a case study of a digitalised special education practice in Sweden. Journal of Research in Special Educational Needs
Öppna denna publikation i ny flik eller fönster >>Expanding the special education professional toolbox: a case study of a digitalised special education practice in Sweden
2024 (Engelska)Ingår i: Journal of Research in Special Educational Needs, E-ISSN 1471-3802Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

Two educational trends that have had major impacts on school policies of the last few decades are inclusive education and digitalisation. To that end, the purpose of this study is to examine how inclusive education and the digitalisation of education are related, understood, and represented in one case of Swedish special education practice. Using activity theory as a theoretical framework, the results of this study suggest that the meaning of inclusive education has shifted, and that digitalisation has entailed both congruencies and contradictions in special education activities aiming for inclusive education. Although digitalisation was described as providing alternatives for inclusive school practices, new expectations and work assignments sometimes exceeded the special educators' professional knowledge.

Ort, förlag, år, upplaga, sidor
John Wiley & Sons, 2024
Nyckelord
activity theory, digital technology in education, digitalisation, inclusive education, special education practice
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-222473 (URN)10.1111/1471-3802.12662 (DOI)001186533000001 ()2-s2.0-85188525901 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2019-03607
Tillgänglig från: 2024-03-19 Skapad: 2024-03-19 Senast uppdaterad: 2024-04-16
Holmgren, M. (2023). Digitalisation through the lens of inclusive education: an analysis of the digitalised special education practice. In: NERA Conference 2023: Conference Agenda. Paper presented at NERA (Nordic Educational Research Association) Conference 2023 "Digitalization and Technologies: Opportunities and Challenges, Oslo, Norway, March 15-17, 2023.
Öppna denna publikation i ny flik eller fönster >>Digitalisation through the lens of inclusive education: an analysis of the digitalised special education practice
2023 (Engelska)Ingår i: NERA Conference 2023: Conference Agenda, 2023Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Research aim and relevance to Nordic educational research: This study examines two of the mayor paradigms that in the last decade has gained impact on educational policies in Europe: inclusive education and the digitalisation of education. Although the amount of research about each paradigm is vast, there is less known about the relation between the two.

The Nordic schools are among the most technology dense schools in Europe (IMD, 2021). In Sweden, several governmental initiatives to implement digital technology in education have been launched since the late 1960’s (e.g, Gu & Lindberg, 2021) and new curricula and policies accentuates the importance of ensuring every child’s ability to participate in and contribute to the digitalised society. Concerns about ‘every child’ is also the foundation of the so called Nordic model of education (e.g. Lundahl, 2016).

To that end, this study adds knowledge to the sparsely researched area of the special education practice in digitalised school systems guided by the RQ:

  • How can inclusive education and the digitalisation of education be understood in relation to the special education practice? 

Theoretical framework: To analyse how structural and educational changes transform object-oriented special education activities for SENCOs and SETs, this article uses the theoretical framework CHAT (Engeström, 1987, 2015). The analytical focus of this study is to analyse how the SENCOs and SETs describe the object of inclusive education in a digitalised special education practice by using the concepts of contradictions and congruencies. 

Methods: The study was conducted in a mid-sized municipality in Sweden and combines data from seven interviews and 36 surveys with special education practitioners. The motive for the mixed method was to gain both deep and broad knowledge about the studied phenomena (Johnson et al., 2007) – the special education practice in digitalised school systems. 

Expected results: The yet tentative results are expected to show how inclusive education and digitalisation relate to, interact with, and oppose to each other and what consequences this may have for the special education practice. 

Nyckelord
inclusive education, digitalisation, special education practice, activity theory
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-205822 (URN)
Konferens
NERA (Nordic Educational Research Association) Conference 2023 "Digitalization and Technologies: Opportunities and Challenges, Oslo, Norway, March 15-17, 2023
Tillgänglig från: 2023-03-20 Skapad: 2023-03-20 Senast uppdaterad: 2023-03-22Bibliografiskt granskad
Holmgren, M. (2023). Enacting special education in a digitalized school: opening for new understandings of a digitalized special educational practice. Journal of Special Education Technology, 38(4), 488-500
Öppna denna publikation i ny flik eller fönster >>Enacting special education in a digitalized school: opening for new understandings of a digitalized special educational practice
2023 (Engelska)Ingår i: Journal of Special Education Technology, ISSN 0162-6434, Vol. 38, nr 4, s. 488-500Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

As society has gotten increasingly digitalized, schools have made extensive efforts to accommodate to that development. With the digitalization of school, the special education practice and the roles of special education needs coordinators (SENCOs) and special education teachers (SETs) change. However, there is a lack of research examining this transformation, a gap which this exploratory study opens up for new understandings of. This mixed method study explores the special education practice in a municipality in Sweden, one of the most digitalized countries in the world. The findings show that SENCOs and SETs have highly positive beliefs about digital tools in special education, but at the same time their frequency of use varies greatly. Also, the study identifies special educational activities engaging with digital technology, describing a work practice with complex expectations of the special education professionals also in the area of digital teaching and learning. Furthermore, the competencies considered as necessary for handling the expectations are discussed.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2023
Nyckelord
digitalization, pandemic education, special education needs coordinator, special education teacher, Sweden
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-201568 (URN)10.1177/01626434221131776 (DOI)000894360000001 ()2-s2.0-85144427851 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2019-03607
Tillgänglig från: 2022-12-08 Skapad: 2022-12-08 Senast uppdaterad: 2023-12-21Bibliografiskt granskad
Holmgren, M. (2021). The Inclusion of Special Education in School’s Digitalization: a special educational perspective on the digitalization of schools. In: : . Paper presented at ECER 2021, ERC network, Online, September 2-3 and September 6-10, 2021.
Öppna denna publikation i ny flik eller fönster >>The Inclusion of Special Education in School’s Digitalization: a special educational perspective on the digitalization of schools
2021 (Engelska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Nyckelord
special education, digitalization, digital competence, special needs, digital tools
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-187276 (URN)
Konferens
ECER 2021, ERC network, Online, September 2-3 and September 6-10, 2021
Tillgänglig från: 2021-09-07 Skapad: 2021-09-07 Senast uppdaterad: 2021-09-07Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-7583-0557

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