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Magnússon, G. & Göransson, K. (2018). Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses. European Journal of Special Needs Education, 1-14
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
2018 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, p. 1-14Article in journal (Refereed) Epub ahead of print
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, 2018
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)2-s2.0-85044740072 (Scopus ID)
Note

18 månader embargo på postprint.

Available from: 2018-04-19 Created: 2018-04-19 Last updated: 2018-04-30Bibliographically 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, 1-16
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. 1-16Article in journal (Refereed) Epub ahead of print
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)2-s2.0-85042350687 (Scopus ID)
Available from: 2018-03-13 Created: 2018-03-13 Last updated: 2018-03-27Bibliographically 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
Nilholm, C. & Göransson, K. (2015). Forskningen om inkludering - en SMART översikt. In: Delrapport från SKOLFORSK-projektet: Tre forskningsöversikter inom området inkludering/specialpedagogik (pp. 1-30). Vetenskapsrådet
Open this publication in new window or tab >>Forskningen om inkludering - en SMART översikt
2015 (Swedish)In: Delrapport från SKOLFORSK-projektet: Tre forskningsöversikter inom området inkludering/specialpedagogik, Vetenskapsrådet , 2015, p. 1-30Chapter in book (Other academic)
Place, publisher, year, edition, pages
Vetenskapsrådet, 2015
Series
Vetenskapsrådets rapporter
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-40919 (URN)978-91-7307- 283-0 (ISBN)
Available from: 2016-03-22 Created: 2016-03-03 Last updated: 2016-03-22Bibliographically approved
Göransson, K. (2015). Speciella yrken?: En studie om specialpedagogers och speciallärares yrkesroll. Specialpedagogisk tidskrift - att undervisa (3), 15-17
Open this publication in new window or tab >>Speciella yrken?: En studie om specialpedagogers och speciallärares yrkesroll
2015 (English)In: Specialpedagogisk tidskrift - att undervisa, ISSN 2000-429X, no 3, p. 15-17Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-40921 (URN)
Projects
Speciella yrken? Specialpdeagogers och speciallärares arbete och utbildning
Funder
Swedish Research Council, 2011-5986
Available from: 2016-03-11 Created: 2016-03-03 Last updated: 2016-03-11Bibliographically approved
Göransson, K., Lindqvist, G., Klang, N., Magnusson, G. & Nilholm, C. (2015). Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning: En enkätstudie. Karlstad: Karlstads universitet
Open this publication in new window or tab >>Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning: En enkätstudie
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2015 (Swedish)Report (Other academic)
Abstract [sv]

Forskningsprojektet ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning” är finansierat av Vetenskapsrådet. I den här rapporten redovisas resultat från delprojekt 1. Syftet med rapporten är att ge en övergripande och representativ bild av specialpedagogers och speciallärares yrkesroll. Det empiriska materialet utgörs av data från en enkätundersökning som omfattar alla som tagit specialpedagog- eller speciallärarexamen från och med 2001 års examensordning (4252 personer, svarsfrekvens 75%). I rapporten redovisas vilka kunskaper och värderingar yrkesgrupperna bedömer att deras utbildning har resulterat i, vilka arbetsuppgifter de menar kännetecknar deras praktiserande av yrkesrollen, och även vilka förutsättningar yrkesgrupperna har att hävda en specifik expertis vad gäller att identifiera och arbeta med skolproblem. Rapporten riktar sig i främsta hand till praktiskt verksamma inom skolverksamheten på olika nivåer, lärarutbildare och blivande specialpedagoger och speciallärare.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2015
Series
Karlstad University Studies, ISSN 1403-8099 ; 2015:13
Keywords
specialpedagogik, speciallärare, specialpedgog, yrkesroll, profession
National Category
Pedagogical Work
Research subject
Special Education
Identifiers
urn:nbn:se:kau:diva-35060 (URN)978-91-7063-624-0 (ISBN)
Funder
Swedish Research Council, 2011-5986
Available from: 2015-01-29 Created: 2015-01-29 Last updated: 2016-03-10
Göransson, K. & Nilholm, C. (2014). A continuing need for conceptual analysis into research on inclusive education: Response to commentators. European Journal of Special Needs Education, 29(3), 295-296
Open this publication in new window or tab >>A continuing need for conceptual analysis into research on inclusive education: Response to commentators
2014 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 3, p. 295-296Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Routledge, 2014
Keywords
conceptual analysis, inclusive education, research review, response to commentators, special needs
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-40923 (URN)10.1080/08856257.2014.934035 (DOI)000343601200005 ()2-s2.0-84906564503 (Scopus ID)
Available from: 2016-03-11 Created: 2016-03-03 Last updated: 2017-11-01Bibliographically approved
Göransson, K. & Nilholm, C. (2014). Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education. European Journal of Special Needs Education, 29(3), 265-280
Open this publication in new window or tab >>Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education
2014 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 3, p. 265-280Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to critically analyse research about inclusive education.Prior reviews and the outcome of a recent search of databases are analysedwith regard to (a) how inclusion is defined and (b) what empirical knowledgethere is regarding factors that make schools and classrooms more inclusive. Ourpoint of departure is that we regard inclusion as an idea about what school systems,schools and classrooms should accomplish, and as such, an expression ofan educational philosophy. Four different understandings of inclusive educationwere found: (a) inclusion as the placement of pupils with disabilities in mainstreamclassrooms, (b) inclusion as meeting the social/academic needs of pupilswith disabilities, (c) inclusion as meeting the social/academic needs of all pupilsand (d) inclusion as creation of communities. Under a strict definition of inclusiveeducation, hardly any research was found which reliably identified factorsthat give rise to inclusive processes. The outcome of our analyses are discussedfrom the perspective that different understandings of inclusion should be seen, toa large extent, as expressions of different views of what schools should accomplish.We also propose that some of the adherents to inclusion as creation ofcommunities can be placed in the grand educational tradition reaching back toDewey that tries to establish new ideals for school systems in a society in whichindividualism is perhaps the main ideology. The main conclusions are that theoperative meaning of inclusion in reviews and empirical research should bemuch more clearly defined and that new types of studies are needed.

Place, publisher, year, edition, pages
Taylor & Francis, 2014
Keywords
inclusive education; special needs; research review; conceptual analysis
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-40922 (URN)10.1080/08856257.2014.933545 (DOI)000343601200001 ()
Available from: 2016-03-22 Created: 2016-03-03 Last updated: 2017-11-30Bibliographically approved
Göransson, K. & Nilholm, C. (2013). Inkluderande undervisning - vad kan man lära av forskningen. Härnösand: Specialpedagogiska skolmyndigheten
Open this publication in new window or tab >>Inkluderande undervisning - vad kan man lära av forskningen
2013 (English)Book (Other academic)
Place, publisher, year, edition, pages
Härnösand: Specialpedagogiska skolmyndigheten, 2013. p. 95
Series
FoU skriftserie ; 3
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-40926 (URN)978-91-28-00458-9 (ISBN)
Available from: 2016-03-11 Created: 2016-03-03 Last updated: 2016-03-11Bibliographically approved
Nilholm, C., Almqvist, L., Göransson, K. & Lindqvist, G. (2013). Is it Possible to Get Away from Disability-Based Classifications in Education?: An Empirical Investigation of the Swedish System. Scandinavian Journal of Disability Research, 15(4), 379-391
Open this publication in new window or tab >>Is it Possible to Get Away from Disability-Based Classifications in Education?: An Empirical Investigation of the Swedish System
2013 (English)In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 15, no 4, p. 379-391Article in journal (Refereed) Published
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-40929 (URN)10.1080/15017419.2012.735201 (DOI)
Available from: 2016-03-11 Created: 2016-03-03 Last updated: 2017-11-30Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1905-5154

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