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Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).ORCID iD: 0000-0002-1905-5154
Department of Education, Uppsala University, Sweden.
Department of Education, Uppsala University, Sweden.
c School of Education, Culture and Communication, Mälardalen University, Eskilstuna, Sweden.
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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. p. 1-15
Keywords [en]
educational organisation, inclusive education, professional role, SNEs, special education
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-66667DOI: 10.1080/13603116.2018.1441339ISI: 000465119200001Scopus ID: 2-s2.0-85042350687OAI: oai:DiVA.org:kau-66667DiVA, id: diva2:1189940
Available from: 2018-03-13 Created: 2018-03-13 Last updated: 2019-05-09Bibliographically approved

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Göransson, Kerstin

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