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Enacting special education in a digitalized school: opening for new understandings of a digitalized special educational practice
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.ORCID-id: 0000-0002-7583-0557
2023 (engelsk)Inngår i: Journal of Special Education Technology, ISSN 0162-6434, Vol. 38, nr 4, s. 488-500Artikkel i tidsskrift (Fagfellevurdert) 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.

sted, utgiver, år, opplag, sider
Sage Publications, 2023. Vol. 38, nr 4, s. 488-500
Emneord [en]
digitalization, pandemic education, special education needs coordinator, special education teacher, Sweden
HSV kategori
Identifikatorer
URN: urn:nbn:se:umu:diva-201568DOI: 10.1177/01626434221131776ISI: 000894360000001Scopus ID: 2-s2.0-85144427851OAI: oai:DiVA.org:umu-201568DiVA, id: diva2:1717568
Forskningsfinansiär
Swedish Research Council, 2019-03607Tilgjengelig fra: 2022-12-08 Laget: 2022-12-08 Sist oppdatert: 2023-12-21bibliografisk kontrollert

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