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  • 1.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Malmqvist, Johan
    Nilholm, Claes
    Local school ideologies and inclusion: The case of Swedish independent schools2013Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 28, nr 1, s. 49-63Artikkel i tidsskrift (Fagfellevurdert)
  • 2.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Malmö University.
    A continuing need for conceptual analysis into research on inclusive education: Response to commentators2014Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, nr 3, s. 295-296Artikkel i tidsskrift (Fagfellevurdert)
  • 3.
    Göransson, Kerstin
    et al.
    Mälardalen University.
    Nilholm, Claes
    Malmö University.
    Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education2014Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, nr 3, s. 265-280Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 4.
    Klang, Nina
    et al.
    Uppsala universitet.
    Gustafsson, Katarina
    Uppsala universitet.
    Möllås, Gunvie
    Jönköping university.
    Nilholm, Claes
    Uppsala universitet.
    Göransson, Kerstin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Enacting the role of special needs educator: six Swedish case studies2017Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 32, nr 3, s. 391-405Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 5.
    Magnússon, Gunnlaugur
    et al.
    Mälardalen University; Uppsala University.
    Göransson, Kerstin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses2019Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 34, nr 3, s. 257-271Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 6.
    Nilholm, Claes
    et al.
    Uppsala universitet.
    Göransson, Kerstin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    What is meant by inclusion?: An analysis of European and North American journal articles with high impact2017Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, ISSN ISSN 0885-6257, Vol. 32, nr 3, s. 437-451Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 7.
    Olsson, Åsa
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Teachers' gendered perceptions of attention deficit hyperactivity disorder - a literature review2023Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 38, nr 3, s. 303-316Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study provides a systematic review of previous research about teachers' gendered perceptions of pupils with diagnoses or symptoms of attention deficit hyperactivity disorder (ADHD). This review was conducted using the databases Scopus, Web of Science and ERIC. Nineteen articles were selected after narrowing down a total of 121 articles, in accordance with inclusion criteria. In sum, previous research concludes that teachers' identification, assessment and attitudes related to pupils with ADHD diagnoses or symptoms are associated with the pupils' gender. When pupils exhibit academic, emotional or behavioural difficulties, teachers assess girls' impairments more severe than boys' impairments. Nevertheless, teachers are more likely to recommend treatment, counselling and/or medication to boys than to girls. While teachers' perceptions of pupils' difficulties are gendered, strategies or methods for teaching pupils with ADHD seem not to be. In the articles included in this review, there are hardly any examples given of gender-sensitive teaching methods. Furthermore, it is concluded that regardless of gender aspects, a deficit perspective dominates in research presented in this article, and it appears that children are held responsible for school difficulties while the school setting is not.

    Fulltekst (pdf)
    fulltext
  • 8.
    Sjöqvist, Anna
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Göransson, Kerstin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Bengtsson, Karin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Hansson, Susanne
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    The arts: a precious part of special education?: How principals value and organise arts education in compulsory school for pupils with intellectual disability in Sweden2021Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 36, nr 3, s. 454-468Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The intersection of arts education and special education as a field has been described as lacking in unity, partly because the practices of its different stakeholders are embedded in either special education or arts education. This paper investigates how principals prioritise teachers' qualifications when organising arts education in compulsory school for pupils with intellectual disabilities (CSID) in Sweden, what they perceive the value of arts education in CSID to be and how they organise arts education in relation to cooperation between pupils from CSID and compulsory regular school (CRS). These questions were investigated using a questionnaire, which was answered by 124 principals. The results show that around three times as many principals prioritised specialised arts knowledge over competence in special education. However, the degree to which this occurred varied across arts subjects. A majority of the principals valued arts education for the opportunities it offers pupils to develop generic abilities, such as communication skills, creativity, and imagination. Cooperation between CSID and CRS for arts education appeared to depend on how school leadership was organised. The article concludes with suggestions on how the organisation of arts education could be improved in relation to the two areas of expertise and the idea of inclusion.

    Fulltekst (pdf)
    fulltext
  • 9.
    Tjernberg, Catharina
    et al.
    Stockholms universitet.
    Heimdahl Mattson, Eva
    Stockholms universitet.
    Inclusion in practice: a matter of school culture2014Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, nr 2, s. 247-256Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The main aim of this study was to find out how reading and writing education can work successfully in practice without being exclusive. The teachers preferred heterogenous groups and emphasised the importance of various teaching methods and approaches so as to be able to deal with student diversity. They had a good theoretical foundation and the ability to link-up their theoretical knowledge with what they learned from experience to create action-oriented knowledge. The importance of each student being challenged in the next development zone was stressed. The teachers’ positive belief in their students’ ability and their commitment to the pedagogical process were other central factors. The successful results of the teachers’ work showed the importance of mentorship, co-operation with colleagues and continuous pedagogical discussions, led by a researching teacher, so as to promote the teachers’ own reflective ability. This created an inclusive school culture in which all the students felt they were competent, valued and never excluded.

1 - 9 of 9
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