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Gymnasieelevers erfarenheter av särskilt stöd: berättelser om utanförskap och tillhörighet
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).ORCID iD: 0000-0003-0060-3285
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. Vol. 28, no 3
Keywords [sv]
särskilt stöd, berättelse, gymnasiet, identitet, makt
National Category
Pedagogy
Research subject
Special Education
Identifiers
URN: urn:nbn:se:kau:diva-89709DOI: 10.15626/pfs28.03.01OAI: oai:DiVA.org:kau-89709DiVA, id: diva2:1656371
Available from: 2022-05-05 Created: 2022-05-05 Last updated: 2023-12-05Bibliographically approved

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Öhman, Anna

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