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Magnússon, G. & Göransson, K. (2019). Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses. European Journal of Special Needs Education, 34(3), 257-271
Open this publication in new window or tab >>Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses
2019 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 34, no 3, p. 257-271Article in journal (Refereed) Published
Abstract [en]

Special needs educators (SNEs) have important roles in many education systems. However, their roles are often poorly defined, and differ greatly both between and within education systems. Studies show that SNEs have diverse tasks, have problems defining their jurisdiction, and approach special support with different perspectives than other professions. Here, the aim is to explore what Swedish SNEs express regarding their occupational role and jurisdiction, utilising 676 free text responses to an open question in a total population survey. The results illustrate that SNEs often have to take on tasks they do not view as appropriate and that they often experience misunderstanding from head teachers and colleagues about their roles and tasks, and that they risk being replaced by other professions. Some explanations can be found in vague legal definitions of their jurisdiction and the necessity of adaption to the local school context. The results are interpreted using Abbott’s theory of jurisdiction and Evetts’ distinctions of professionalisation and professionalism. The study confirms results from prior research to a high degree but adds further nuance and dimensions to them with formulations from active professionals.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
jurisdiction, occupational roles, professionalism, special education, Special needs educators
National Category
Educational Sciences
Research subject
Educational Work; Special Education
Identifiers
urn:nbn:se:kau:diva-67080 (URN)10.1080/08856257.2018.1458473 (DOI)000469004000001 ()2-s2.0-85044740072 (Scopus ID)
Note

18 månader embargo på postprint.

Available from: 2018-04-19 Created: 2018-04-19 Last updated: 2019-06-13Bibliographically approved
Göransson, K., Lindqvist, G., Klang, N., Magnússon, G. & Almqvist, L. (2018). Professionalism, governance and inclusive education – A total population study of Swedish special needs educators. International Journal of Inclusive Education, 1-15
Open this publication in new window or tab >>Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
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2018 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, p. 1-15Article in journal (Refereed) Published
Abstract [en]

Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
educational organisation, inclusive education, professional role, SNEs, special education
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-66667 (URN)10.1080/13603116.2018.1441339 (DOI)000465119200001 ()2-s2.0-85042350687 (Scopus ID)
Available from: 2018-03-13 Created: 2018-03-13 Last updated: 2019-05-09Bibliographically approved
Magnusson, G., Göransson, K. & Nilholm, C. (2018). Varying access to professional, special educational support: A total population comparison of special educators in Swedish independent and municipal schools. Journal of Research in Special Educational Needs, 18(4), 225-238
Open this publication in new window or tab >>Varying access to professional, special educational support: A total population comparison of special educators in Swedish independent and municipal schools
2018 (English)In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 18, no 4, p. 225-238Article in journal (Refereed) Published
Abstract [en]

Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n=4252) examined after 2001. The aim was to explore and compare the occupational situations of special educators working in Swedish municipal and independent schools. This is done by studying their occupational situations and the values they express regarding identification of - and work with - special support. The results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools have fewer years' experience as special educators, are more often employed part-time than full-time and are more likely to hold other positions in schools (such as head teacher) than those employed in municipal schools. The results further illustrate different organisational approaches towards special educational support. Apparent is that independent schools offer professional special educational resources to a lower degree and utilise them differently. This is likely to influence the situation of pupils in need of support, and has consequences for the image of the Swedish education system.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2018
Keywords
School choice, independent schools, special education, special educators, inclusive education
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-73699 (URN)10.1111/1471-3802.12407 (DOI)000446171400001 ()
Available from: 2019-07-30 Created: 2019-07-30 Last updated: 2019-08-28Bibliographically approved
Klang, N., Gustafsson, K., Möllås, G., Nilholm, C. & Göransson, K. (2017). Enacting the role of special needs educator: six Swedish case studies. European Journal of Special Needs Education, 32(3), 391-405
Open this publication in new window or tab >>Enacting the role of special needs educator: six Swedish case studies
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2017 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 32, no 3, p. 391-405Article in journal (Refereed) Published
Abstract [en]

With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From a survey of SNEs in 10 Swedish municipalities, six participants whose work tasks were expected to correspond to the degree ordinances for their university training were chosen. The participants were followed at work, and data were collected through observation of the participants at work, participants’ diaries and interviews with the participants, their teacher colleagues and their school principals. The analysis involved both quantitative and qualitative methods. First, based on the researchers’ observations of the participants at work, categories of SNEs’ tasks were discerned, and the amount of time devoted to those categories of tasks was summarised. Second, case study narratives of the SNEs’ work were constructed to describe how the participants, their teacher colleagues and their school principals view the SNE role and to describe how the work is enacted in various school contexts. The results revealed seven categories of work tasks practised to varying degrees by the six SNEs. The case study narratives exposed large variation in how the SNEs conceptualised their role and how it evolved in relation to local school contexts. The results of the study are discussed with regard to the role of the SNE in relation to policies of inclusion.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017
Keywords
Special needs educator, work tasks, professional role, case study, narratives
National Category
Educational Sciences
Research subject
Special Education
Identifiers
urn:nbn:se:kau:diva-48520 (URN)10.1080/08856257.2016.1240343 (DOI)000402308800008 ()
Funder
Swedish Research Council, 721-2011-5986
Available from: 2017-05-09 Created: 2017-05-09 Last updated: 2019-06-17Bibliographically approved
Ramsten, C., Marmstål Hammar, L., Martin, L. & Göransson, K. (2017). ICT and Intellectual Disability: A survey of Organizational Support at the Municipal Level in Sweden. JARID: Journal of applied research in intellectual disabilities, 30(4), 705-713
Open this publication in new window or tab >>ICT and Intellectual Disability: A survey of Organizational Support at the Municipal Level in Sweden
2017 (English)In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 30, no 4, p. 705-713Article in journal (Refereed) Published
Abstract [en]

Background Young adults today have grown up in a society where information and communication technology (ICT) support empowerment and social participation. Young adults with mild-to-moderate intellectual disability are at risk for marginalization by the digital divide. The aim was to map and describe how municipal organizations in Sweden organize support in terms of policy and strategies to enable the use of ICT in social care for adults with a mild-to-moderate intellectual disability.

Methods A quantitative, cross-sectional survey including all municipalities in Sweden (n = 290) was conducted (response rate: 51%, n = 147). Descriptive statistics were used.

Results Findings indicate a lack of organizational support for staff as well as for young adults with mildto-moderate intellectual disability.

Conclusion Municipalities request more knowledge about strategies for making ICT available. Despite the lack of comprehensive strategies for ICT, some Swedish municipalities have taken the initiative in this area

Place, publisher, year, edition, pages
John Wiley & Sons, 2017
Keywords
health and social policy, information and communication technology (ICT), intellectual disability, social care, young adults
National Category
Medical and Health Sciences
Research subject
Special Education
Identifiers
urn:nbn:se:kau:diva-48522 (URN)10.1111/jar.12265 (DOI)000402816500012 ()
Available from: 2017-05-09 Created: 2017-05-09 Last updated: 2019-06-17Bibliographically approved
Göransson, K., Lindqvist, G., Möllås, G., Almqvist, L. & Nilholm, C. (2017). Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden. Educational review (Birmingham), 69(4), 490-505
Open this publication in new window or tab >>Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden
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2017 (English)In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, ISSN ISSN 0013-1911, Vol. 69, no 4, p. 490-505Article in journal (Refereed) Published
Abstract [en]

Special needs educators (SNEs) and their counterparts are expected to play a significant role in schools’ work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, SNEs with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this article are to investigate the occurrence of SNEs and SuTs within the compulsory school system in 10 municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in 10 municipalities (n = 511, response rate 61.6%). Main results indicate that: (a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; (b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; (c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; (d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a “traditional special-education teacher”. Results are discussed in relation to Thomas Skrtic’s theoretical accounts of inclusive education and Andrew Abbott’s notion of jurisdictional control.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017
Keywords
Special needs educators, support teachers, jurisdictional control, occupational roles, inclusion, work tasks
National Category
Social Sciences
Research subject
Special Education
Identifiers
urn:nbn:se:kau:diva-48519 (URN)10.1080/00131911.2016.1237477 (DOI)000402077900006 ()
Projects
Vetenskapsrådet, 721-2011-5986
Available from: 2017-05-09 Created: 2017-05-09 Last updated: 2019-06-17Bibliographically approved
Möllås, G., Gustafson, K., Klang, N. & Göransson, K. (2017). Specialpedagogers/speciallärares arbete i den dagliga skolpraktiken: En analys av sex fallstudier.
Open this publication in new window or tab >>Specialpedagogers/speciallärares arbete i den dagliga skolpraktiken: En analys av sex fallstudier
2017 (Swedish)Report (Other academic)
Abstract [sv]

Vilka arbetsuppgifter ingår i specialpedagogernas vardagspraktik? Vilka kontextuella villkor och förutsättningar bidrar till att forma den specialpedagogiska yrkesrollen samt vilka strategier använder specialpedagogerna sig själva av för att stärka och forma sin yrkesroll? Frågorna ligger till grund för den analys av sex fallstudier som presenteras i den här rapporten. Studien utgör den tredje delstudien inom ett större forskningsprojekt ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning”, vilket har finansierats av Vetenskapsrådet. Samtliga respondenter är anställda som specialpedagoger, men har varierande bakgrund och utbildning. Syftet har varit att undersöka hur specialpedagogrollen konstitueras i grundskolans vardagliga och lokala praktiker. Datamaterialet består av dokument, fältanteckningar från observationer, informella samtal och intervjuer samt respondenternas egna dagboksinspelningar. Rapporten riktar sig främst till verksamma aktörer inom grundskolan på olika nivåer (förvaltningspersonal, rektorer, elevhälsans personal, specialpedagoger, speciallärare, lärare m fl), blivande specialpedagoger och speciallärare samt lärarutbildare. 

Series
Karlstad University Studies, ISSN 1403-8099 ; 2017:27
Keywords
specialpedagogik, specialpedagog, speciallärare, yrkesroll, fallstudier
National Category
Pedagogy
Research subject
Special Education
Identifiers
urn:nbn:se:kau:diva-48556 (URN)978-91-7063-794-0 (ISBN)978-91-7063-795-7 (ISBN)
Projects
Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning
Funder
Swedish Research Council, 721-2011-5986
Available from: 2017-05-11 Created: 2017-05-11 Last updated: 2019-06-17
Nilholm, C. & Göransson, K. (2017). What is meant by inclusion?: An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education, 32(3), 437-451
Open this publication in new window or tab >>What is meant by inclusion?: An analysis of European and North American journal articles with high impact
2017 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, ISSN ISSN 0885-6257, Vol. 32, no 3, p. 437-451Article in journal (Refereed) Published
Abstract [en]

The purpose of this review is to further our knowledge about what is meant by inclusion in research addressing the topic. While it is common to remark that inclusion is defined in different ways in research, few attempts have been made to map and analyse different types of definitions and whether there are patterns to be find in how the concept is used. The 30 most cited journal articles from a North American and a European research arena were selected for analysis. Each article was analysed in relation to genre, theoretical tradition and inclusion concept used. The review yielded several important results. To name a few, a divide was identified between position articles, with developed discussions about and analyses of the meaning of inclusion, and empirical articles, where inclusion signifies that children with disabilities are placed in the mainstream. In addition, writing within a critical theoretical tradition was much more common among positional papers. Further, both arenas are dominated by Anglo-Saxon researchers. It is argued that the conceptual confusion characterising the field impedes its development.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017
Keywords
Inclusion, systematic review, high-impact, genre, theory, conceptual analysis, critical research, journal articles, SMART
National Category
Educational Sciences
Research subject
Special Education
Identifiers
urn:nbn:se:kau:diva-48518 (URN)10.1080/08856257.2017.1295638 (DOI)000402308800011 ()
Available from: 2017-05-09 Created: 2017-05-09 Last updated: 2019-06-17Bibliographically approved
Göransson, K., Hellblom-Thibblin, T. & Axdorph, E. (2016). A Conceptual Approach to Teaching Mathematics to Students with Intellectual Disability. Scandinavian Journal of Educational Research, 60(2), 182-200
Open this publication in new window or tab >>A Conceptual Approach to Teaching Mathematics to Students with Intellectual Disability
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, ISSN 0031-3831, Vol. 60, no 2, p. 182-200Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Taylor & Francis Group, 2016
National Category
Social Sciences
Research subject
Special Education
Identifiers
urn:nbn:se:kau:diva-48523 (URN)10.1080/00313831.2015.1017836 (DOI)
Available from: 2017-05-09 Created: 2017-05-09 Last updated: 2019-06-17Bibliographically approved
Göransson, K. & Nilholm, C. (2015). Den sociala situationen för barn och elever i svårigheter som undervisas i reguljära klasser och förskolegrupper: En systematisk forskningsöversikt. In: Delrapport frï¿œn SKOLFORSK-projektet: Tre forskningsöversikter inom området specialpedagogik/inkludering (pp. 1-53). Vetenskapsrådet
Open this publication in new window or tab >>Den sociala situationen för barn och elever i svårigheter som undervisas i reguljära klasser och förskolegrupper: En systematisk forskningsöversikt
2015 (Swedish)In: Delrapport frï¿œn SKOLFORSK-projektet: Tre forskningsöversikter inom området specialpedagogik/inkludering, Vetenskapsrådet , 2015, p. 1-53Chapter in book (Other academic)
Place, publisher, year, edition, pages
Vetenskapsrådet, 2015
Series
Vetenskapsrådets rapporter
Keywords
inkludering, social inkludering, specialpedagogik, forskningsöversikt
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-40920 (URN)978-91-7307- 283-0 (ISBN)
Available from: 2016-03-11 Created: 2016-03-03 Last updated: 2016-03-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1905-5154

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