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Öhman, A. (2023). Gymnasieelevers erfarenheter av särskilt stöd: berättelser om utanförskap och tillhörighet. Pedagogisk forskning i Sverige, 28(3)
Open this publication in new window or tab >>Gymnasieelevers erfarenheter av särskilt stöd: berättelser om utanförskap och tillhörighet
2023 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 28, no 3Article in journal (Refereed) Published
Abstract [sv]

Vad har stödinsatser för betydelse ur elevers perspektiv? Den här artikeln utgår från en intervjustudie med gymnasieelever om deras erfarenheter av särskilt stöd. Delar av det empiriska materialet har analyserats utifrån en narrativ ansats och teoretiska perspektiv kopplade till makt och identitet. Föreställningar om och innebörd av särskilda behov är komplexa och mångdimensionella. Ur analysen av två elevers berättelser framträder relationella aspekter som trygghet och delaktighet som betydelsefulla för eleverna. Analysen ger också en bild av hur särskilda behov och särskilt stöd är inbäddade i olika former för maktstrukturer där erfarenheter av att vara inkluderad eller exkluderad skapar olika identiteter. Vikten av att bemöta varje elev i behov av särskilt stöd som en unik individ är central i berättelserna. En slutsats som kan dras från resultaten är att en pedagogik som både är relationell och kunskapsutvecklande visar sig vara viktigt för elever i behov av särskilt stöd. Det konceptualiseras med det reciproka begreppsparet tillhörighet och tillblivelse, där inkludering förstås som något långt mer än skolplacering.

 

Abstract [en]

Upper secondary students’ experiences of special needs support: Narratives of alienation and belonging

What does the provision of special educational needs actually mean to those concerned and how can their narratives be understood within perspectives of power and identity? This article reports an interview-study with upper secondary school students who have special needs. The empirical material is analyzed with a narrative approach and discussed within perspectives related to power and identity. The meanings and conceptualizations of special educational needs are complex and multifaceted. Grasping it from the participants themselves, with their unique experiences of special educational support, is thus a necessary condition. The results show that support demands much more than placement or special educational training. Teaching and learning must be provided with regards to relational aspects such as thrust and security, and accessible to everyone in a variety of local contexts. By exploring students’ accounts of special needs support, this study develops knowledge about special needs and support as intertwined in systems of power. Their experiences of inclusion and exclusion build identities of winners and losers. All in all, the results give insights to the importance of an understanding of treating each student with special needs as an individual subject/person (someone) and not as categorizing him/her as an object/disability (something). A framework of relational, as well as existential pedagogy that creates spaces for senses of belonging, becoming and being, is central with regards to students’ special educational needs. 

Key words: special needs support, narrative, upper secondary school, identity, power.

 

                                                                     

Place, publisher, year, edition, pages
Linnaeus University Press, 2023
Keywords
särskilt stöd, berättelse, gymnasiet, identitet, makt
National Category
Pedagogy
Research subject
Special Education
Identifiers
urn:nbn:se:kau:diva-89709 (URN)10.15626/pfs28.03.01 (DOI)
Available from: 2022-05-05 Created: 2022-05-05 Last updated: 2023-12-05Bibliographically approved
Öhman, A. (2022). Bedömning för alla?: En SMART forskningsöversikt över specialpedagogiska behov och kunskapsbedömning.
Open this publication in new window or tab >>Bedömning för alla?: En SMART forskningsöversikt över specialpedagogiska behov och kunskapsbedömning
2022 (Swedish)Report (Refereed)
Abstract [en]

The interest in this review lies in two research fields: Special Education and Classroom Assessment and explores if and how these fields interrelate. A review of classroom assessment with regards to special educational needs has not yet been published; the knowledge of the impact of assessment in education concerning students in special needs is thus scarce. Therefore, this study aims to contribute with knowledge about how assessment practices can be understood in relation to special educational needs. From a broad overview of present research within the two fields, 17 articles from 2010 to 2020 were selected and analyzed. The focus of these articles is on content that overlaps in both assessment of knowledge and special needs. Four dyadic themes were found showing practices of inclusive assessment in the research: equity & equivalence, inclusion & access, interaction & relation and self-regulation & identity. These themes are considered important strategies in inclusive assessment practices. Intersections between disability, language- and cultural background as well as class, make visible dimensions of marginalization and special needs on various levels of education. These aspects are informative to policy makers, education staff as well as academic researchers. In addition, they can be approached separately or as entangled areas of knowledge.

 

Publisher
p. 51
Series
Rapporter i pedagogik ; 26
Keywords
inclusive assessment, intersectionality, special needs, education, classroom, review
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-89589 (URN)ISSN 1650-0652 (Local ID)ISSN 1650-0652 (Archive number)ISSN 1650-0652 (OAI)
Available from: 2022-04-21 Created: 2022-04-21 Last updated: 2022-09-01Bibliographically approved
Öhman, A. (2022). Elevröster om erfarenheter av särskilt stöd: specialpedagogens roll (1ed.). In: Anna Öhman (Ed.), Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik.: (pp. 117-127). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Elevröster om erfarenheter av särskilt stöd: specialpedagogens roll
2022 (Swedish)In: Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik. / [ed] Anna Öhman, Lund: Studentlitteratur AB, 2022, 1, p. 117-127Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022 Edition: 1
Keywords
etiska perspektiv, gymnasieelever, värdepedagogisk praktik, specialpedagog, särskilt stöd
National Category
Pedagogy
Research subject
Special Education
Identifiers
urn:nbn:se:kau:diva-92378 (URN)978-91-44-15509-8 (ISBN)
Available from: 2022-11-02 Created: 2022-11-02 Last updated: 2023-01-19Bibliographically approved
Öhman, A. (2022). Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik
2022 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022. p. 298 Edition: 1
Keywords
etiska perspektiv, yrkesetik, värdepedagogisk praktik, specialpedagog
National Category
Pedagogy
Research subject
Special Education
Identifiers
urn:nbn:se:kau:diva-92377 (URN)978-91-44-15509-8 (ISBN)
Available from: 2022-11-02 Created: 2022-11-02 Last updated: 2023-01-19Bibliographically approved
Öhman, A. & Holmdahl, G. (2022). Kulturskolan - ett sammanhang med potential för breddat deltagande eller musikskola under annat namn? [Review]. Utbildning och Demokrati, 31(3), 99-106
Open this publication in new window or tab >>Kulturskolan - ett sammanhang med potential för breddat deltagande eller musikskola under annat namn?
2022 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 31, no 3, p. 99-106Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2022
Keywords
kulturskola inkludering likvärdighet
National Category
Information Studies
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-94297 (URN)10.48059/uod.v31i3.2090 (DOI)
Available from: 2023-04-15 Created: 2023-04-15 Last updated: 2023-04-20Bibliographically approved
Öhman, A. (2018). Twist and shape: Feedback practices within creative subject content of hairdressing education. Vocations and Learning, 11(3), 425-448
Open this publication in new window or tab >>Twist and shape: Feedback practices within creative subject content of hairdressing education
2018 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, no 3, p. 425-448Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to explore feedback practices and how such actions of assessment emerge from embodied participation in classroom interactions between teachers and students. Using video recordings of teacher and student interactions in hairdressing education, I look at how feedback practices within creative subject content are produced between the participants as social actions situated in interaction, using conversation analysis. Feedback is contingent upon an embodied moment-to-moment monitoring and collaboration between the teacher and student, and is organized as a trajectory from problem detection through exploration until a final solution is found. Feedback within creative subject content is displayed as a multifarious exploration of embodied as well as materially situated professional knowledge. Overall, the findings show how feedback is mutually produced in a process, making tacit dimensions of hairdressers’ knowing explicit. This allows for improving the quality of the work over time in a trajectory of problem solving phases gradually displaying how to assess creative subject content of the material product worked on.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
Feedback, Assessment, Creative subject content, Vocational education, Participation, Conversation analysis
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-62807 (URN)10.1007/s12186-017-9196-5 (DOI)000446204200003 ()
Available from: 2017-08-25 Created: 2017-08-25 Last updated: 2019-11-08Bibliographically approved
Öhman, A. & Tanner, M. (2017). Creating space for students' concerns: Embodied feedback practices in hairdressing education. Learning, Culture and Social Interaction, 14, 79-93
Open this publication in new window or tab >>Creating space for students' concerns: Embodied feedback practices in hairdressing education
2017 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 14, p. 79-93Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to explore feedback practices in situated activities and how such actions of assessment emerge from embodied participation in classroom interactions between teachers and students. Using video recordings of teacher and student interactions in hairdressing education, we investigate through conversation analysis how feedback practices such as making loops are initiated and enabled between the participants in situated activities. Feedback in the practice of loops is contingent upon an embodied moment-to-moment monitoring and collaboration between the teacher and student, and is initiated with a concern from the student that is responded to by the teacher, enabling feedback to become a common exploration of professional knowledge. Overall, the findings show how feedback is mutually produced, making visible that salient aspects of the education are emanating from the student’s own concern.

Place, publisher, year, edition, pages
Elsevier, 2017
Keywords
Feedback, Assessment, Loops, Vocational education, Participation, Conversation analysis
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-62960 (URN)10.1016/j.lcsi.2017.04.005 (DOI)000412260300007 ()
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2019-11-09Bibliographically approved
Öhman, A. (2017). Nyckelkompetenser eller professionellt omdöme?: En kritisk diskussion av nyliberala influenser inom yrkesutbildning. Kapet (elektronisk), 13(1), 59-73
Open this publication in new window or tab >>Nyckelkompetenser eller professionellt omdöme?: En kritisk diskussion av nyliberala influenser inom yrkesutbildning
2017 (Swedish)In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 13, no 1, p. 59-73Article in journal (Other academic) Published
Abstract [sv]

Artikeln, med sitt utbildningssociologiska perspektiv, har sin bakgrund i empiriska studier där intresset är riktat mot klassrumsbaserad bedömning, närmare bestämt återkoppling som en del av den dagliga undervisningen. Data konstruerades genom videoobservationer i frisörklassrummet. Analyserna av återkopplingspraktikerna synliggör lärares professionella yrkeskunnande steg för steg, koordinerade med och i respons till eleverna. Dessa empiriskt baserade resultat ställs i kontrast till neoliberalt färgad utbildningspolitik, som framkommer ur några centrala dokument och artiklar, där professionellt yrkeskunnande reduceras och yrkesutbildning generaliseras till instrumentella nyckelkompetenser och anställningsbarhet.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017
Keywords
återkopplingspraktiker, professionellt omdöme, nyliberalism, yrkesutbildning
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-65398 (URN)
Available from: 2017-12-19 Created: 2017-12-19 Last updated: 2018-11-27Bibliographically approved
Öhman, A. (2017). Återkoppling i interaktion: En studie av klassrumsbaserad bedömning i frisörutbildningen. (Doctoral dissertation). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Återkoppling i interaktion: En studie av klassrumsbaserad bedömning i frisörutbildningen
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Feedback in interaction : A study of classroom assessment in hairdressing education
Abstract [en]

The present dissertation concerns social organization of feedback in ongoing hairdressing education. The central aim is to explore feedback between teacher and student in multimodal interaction within classroom assessment, as co-production of action and student’s participation. Classroom assessment and feedback are understood as social actions situated in interaction.

The empirical data consists of video recordings from two vocational schools. From 31 hours of video material, selections of feedback interactions were made. At first, teacher and student communication in feedback cycles and loops was analysed from a social semiotic perspective. Secondly, examples of student initiated feedback loops were analysed from a conversation analytic perspective. Thirdly, a single case of a teacher and a student interacting through feedback related to creative subject content was analysed from a conversation analytic perspective. 

The analyses show the importance of collaborative use of artefacts and embodied communication in the production of mutual understanding; opening for student initiatives in actions of assessment as well as feedback. Silence and body position were found to be important resources giving the student space to display concern. Participation in feedback practices within creative subject content emerged in a trajectory of problem detection to problem solving, resulting in tacit dimensions of hairdressers’ knowing made explicit.

The findings indicate the importance of taking a participatory perspective on multimodal interaction when exploring actions of assessment and feedback between teacher and student. This study shows how feedback is not only given from the teacher, but also locally produced as a collaborative practice between teachers and students, displaying tacit dimensions of professional knowledge and subject content.

Abstract [sv]

Den här sammanläggningsavhandlingen handlar om återkoppling mellan lärare och elever i frisörutbildning. Med hjälp av videoinspelningar under pågående undervisning utforskas klassrumsbaserad bedömning och återkopplingspraktiker. Eleverna är dels nybörjare som arbetar på övningsdockor, dels elever i slutet av sin utbildning som tar emot kunder i sitt klassrum. Videoanalyserna ger möjlighet att få syn på multimodala aspekter av interaktionen och resultatet visar tydligt hur både kropp och material är viktiga resurser i deltagarnas samspel.

Avhandlingen visar genomgående hur bedömning och återkoppling utgår både från lärares professionella yrkeskunnande och från elevernas egna initiativ på specifika områden där något problem behöver redas ut i relation till deras pågående arbeten. Studiernas detaljerade analyser av deltagarnas multimodala interaktion synliggör hur bedömning och återkoppling kan förstås som sociala handlingar där tal, kropp och artefakter samordnas för att skapa gemensam förståelse och mening.

Avhandlingens bidrag riktar sig mot yrkesutbildning men även andra former för utbildning, eftersom bedömning och återkoppling praktiseras i varje klassrum och utbildningskontext. Avhandlingens delstudier ökar kunskapen om hur återkoppling kan förstås som sociala handlingar där varje deltagare bidrar i skapandet av ömsesidig respons. Att förstå interaktion som multimodal, synliggör hur återkoppling i pågående undervisning möjliggörs genom deltagande och samspel mellan lärare och elever.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017. p. 120
Series
Karlstad University Studies, ISSN 1403-8099 ; 2017:34
Keywords
classroom assessment, feedback, vocational education, multimodal interaction, social semiotics, conversation analysis
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-62804 (URN)978-91-7063-810-7 (ISBN)978-91-7063-906-7 (ISBN)
Public defence
2017-10-13, Nyqvistsalen, 9c203, Karlstads Universitet, Karlstad, 13:00 (Swedish)
Opponent
Supervisors
Note

Artikel 3 publicerad som manuskript i avhandlingen.

Available from: 2017-09-25 Created: 2017-08-25 Last updated: 2019-05-27Bibliographically approved
Öhman, A. (2016). Kameraanvändning i videoobservation. Kapet (elektronisk), 12(2), 75-85
Open this publication in new window or tab >>Kameraanvändning i videoobservation
2016 (Swedish)In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 2, p. 75-85Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2016
Keywords
Kameraanvändning
National Category
Other Humanities
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-47643 (URN)
Available from: 2017-01-16 Created: 2017-01-16 Last updated: 2018-11-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0060-3285

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