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Expanding the special education professional toolbox: a case study of a digitalised special education practice in Sweden
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.ORCID-id: 0000-0002-7583-0557
2024 (engelsk)Inngår i: Journal of Research in Special Educational Needs, E-ISSN 1471-3802Artikkel i tidsskrift (Fagfellevurdert) 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.

sted, utgiver, år, opplag, sider
John Wiley & Sons, 2024.
Emneord [en]
activity theory, digital technology in education, digitalisation, inclusive education, special education practice
HSV kategori
Identifikatorer
URN: urn:nbn:se:umu:diva-222473DOI: 10.1111/1471-3802.12662ISI: 001186533000001Scopus ID: 2-s2.0-85188525901OAI: oai:DiVA.org:umu-222473DiVA, id: diva2:1845468
Forskningsfinansiär
Swedish Research Council, 2019-03607Tilgjengelig fra: 2024-03-19 Laget: 2024-03-19 Sist oppdatert: 2024-04-16

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Holmgren, Martin

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