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  • 1.
    Carlhed, Carina
    et al.
    Uppsala universitet.
    Göransson, Kerstin
    Mälardalens högskola.
    Sekvensmodellen: En ny metod för att studera institutionella villkor och ömsesidiga förväntningar avseende samverkan mellan professionella och föräldrar2012In: Fokus på familien: Tidsskrift for familiebehandling, ISSN 0332-5415, E-ISSN 0807-7487, no 4, p. 294-312Article in journal (Refereed)
    Abstract [en]

    The sequence model – new ways to research institutional conditions and mutual expectations in a parent-professional collaboration

    The article describes a pilot study about a model for research on social conditions for institutional encounters between parents/custodians and professionals within habilitation services in Sweden. The main aim in using the model is to involve both parts in the institutional meeting in the research through critical analysis of how parent-professional collaboration is constructed within this frame. The model builds on sequences of interviews and observations of the encounters. The model could easy be applied in other institutional settings, where conversations are in use for planning interventions. The article discusses the social conditions for institutional encounters and parent collaboration and individual plans as tools in the processes.

  • 2.
    Eriksson Gustavsson, Anna-Lena
    et al.
    Linköping.
    Göransson, KerstinMälardalens högskola.Nilholm, ClaesHögskolan i Jönköping.Bladini, KerstinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Samuelsson, JohanKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Specialpedagogisk verksamhet i grundskolan2011Collection (editor) (Other academic)
  • 3.
    Granlund, Mats
    et al.
    Högskolan i Jönköping.
    Göransson, Kerstin
    Mälardalens högskola.
    Utvecklingsstörning2011In: Nya Omsorgsboken, Malmö: Liber, 2011, p. 12-19Chapter in book (Other academic)
  • 4.
    Göransson, Kerstin
    Mälardalens högskola.
    Barn som blir elever: Om olikheter, undervisning och inkludering2004Book (Other academic)
  • 5.
    Göransson, Kerstin
    Mälardalens högskola.
    Brukaren som resurs: Utveckling av begåvningsstödjande hjälpmedel för personer med utvecklingsstörning2004Book (Other academic)
  • 6.
    Göransson, Kerstin
    Mälardalens högskola.
    Det pedagogiska samtalet2004Other (Other academic)
  • 7.
    Göransson, Kerstin
    Mälardalens högskola.
    Different Perspectives: Different Meanings of Inclusion2009In: Growing up Together: Steps to Early Inclusive Education, Siegen: Universität Siegen , 2009, p. 15-18Chapter in book (Other academic)
  • 8. Göransson, Kerstin
    L'inclusion: Différentes perspectives, différentes significations2009In: La nouvelle revue de l´adaptation et de la scolarisation, ISSN 1957-0341, Vol. 46, no 2, p. 11-16Article in journal (Refereed)
    Abstract [en]

    In this article we discuss the different ways to understand the reasons for which some children actively participate in preschool activities whereas others are more or less excluded from them. We will also discuss the different meanings of the concept of inclusion. We will see how we comprehend the problem of « exclusion from the group », which has an impact on our understanding of inclusion as well as implications for the way we define the preschool period for children with disabilities and/or requiring special help.

  • 9.
    Göransson, Kerstin
    Mälardalens högskola.
    Man vill ju vara som alla andra: Elevers röster om delaktighet och inkludering med fokus på elever med funktionsnedsättning2007Book (Other academic)
  • 10.
    Göransson, Kerstin
    Mälardalens högskola.
    Olikhetens plats i den inkluderande skolan2007In: Därför inkludering / [ed] Birgitta Andersson & Lena Thorsson, Härnösand: Specialpedagogiska skolmyndigheten , 2007, p. 65-71Chapter in book (Other academic)
  • 11.
    Göransson, Kerstin
    Mälardalens högskola.
    Pedagogical traditions and conditions for inclusive education2006In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 8, no 1, p. 67-74Article in journal (Refereed)
    Abstract [en]

    The idea of “a school for all” has been on the agenda for a long time both within disability research and educational practices. Experiences however show that there is a long way between idea and realization of that idea. This article looks into conditions to develop an inclusive school from the perspective of different pedagogical ideas and traditions. It argues that one roughly can distinguish between two pedagogical traditions with different ideas about such things as learning, knowledge, teaching and diversity. It also argues that there is no self-evident correspondence between pedagogical ideas manifested in today′s educational practice and pedagogical ideas the pedagogues of today hold for true.

  • 12.
    Göransson, Kerstin
    Mälardalens högskola.
    Quelques aspects de l’ éducation des enfants handicapés en Suède2008In: École et handicap: Quelles responses?, 2008Conference paper (Refereed)
  • 13.
    Göransson, Kerstin
    Mälardalens högskola.
    Skolutveckling som förebyggande arbete2011In: Specialpedagogisk verksamhet i grundskolan / [ed] Anna-Lena Eriksson Gustavsson, Kerstin Göransson, Claes Nilholm, Kerstin Bladini, Joakim Samuelsson, Lund: Studentlitteratur AB, 2011, p. 33-54Chapter in book (Other academic)
  • 14.
    Göransson, Kerstin
    Mälardalens högskola.
    Speciella yrken?: En studie om specialpedagogers och speciallärares yrkesroll2015In: Specialpedagogisk tidskrift - att undervisa, ISSN 2000-429X, no 3, p. 15-17Article in journal (Other (popular science, discussion, etc.))
  • 15.
    Göransson, Kerstin
    Mälardalens högskola.
    The voice of inclusion in the conversation of pedagogy2005Other (Other academic)
  • 16.
    Göransson, Kerstin
    Mälardalens högskola.
    Undervisning - lärande - delaktighet2004In: Delaktighetens språk, Lund: Studentlitteratur AB, 2004, p. 215-233Chapter in book (Other academic)
  • 17.
    Göransson, Kerstin
    Mälardalens högskola.
    Vilka strategier och arbetssätt tyder forskningen på är framgångsrik vad gäller att öka grundskolelevers delaktighet ich engagemang i skolarbetet under lektionstid samt öka deras prestationer?2005In: Evidensbaserad pedagogik: Fyra systematiska litteraturöversikter., Mälardalen University, Department of Social Sciences , 2005Chapter in book (Other academic)
  • 18.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Eriksson-Gustavsson, Anna-Lena
    Nilholm, Claes
    Inledning2011In: Specialpedagogisk verksamhet i grundskolan / [ed] Anna-Lena Eriksson Gustavsson, Kerstin Göransson, Claes Nilholm, Kerstin Bladini, Joakim Samuelsson, Lund: Studentlitteratur AB, 2011, p. 13-32Chapter in book (Other academic)
  • 19.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Hellblom-Thibblin, Tina
    Mälardalens högskola.
    Axdorph, Eva
    Mälardalens högskola.
    A Conceptual Approach to Teaching Mathematics to Students with Intellectual Disability2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, ISSN 0031-3831, Vol. 60, no 2, p. 182-200Article in journal (Refereed)
  • 20.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Hellblom-Thibblin, Tina
    Mälardalens högskola.
    Axdorph, Eva
    Mälardalens högskola.
    Matematikundervisning i grundsärskolan: En utvärdering av matematiksatsningen2011Report (Other academic)
  • 21.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Jansson, UlfStockholms universitet.Nilholm, ClaesHögskolan i Jönköping.
    Vetenskaplig artikelsamling om specialpedagogik: från Specialpedagogiska skolmyndighetens konferens för Lika värde 20102011Collection (editor) (Other academic)
  • 22.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Kron, MariaUniversität Siegen.
    Growing up Together - Steps to Early Inclusive Education: Att växa upp tillsammans2009Collection (editor) (Other academic)
  • 23.
    Göransson, Kerstin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lindqvist, Gunilla
    Högskolan Dalarna.
    Klang, Nina
    Mälardalens högskola.
    Magnusson, Gunnlaugur
    Mälardalens högskola.
    Nilholm, Claes
    Malmö högskola.
    Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning: En enkätstudie2015Report (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.

  • 24.
    Göransson, Kerstin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lindqvist, Gunilla
    Department of Education, Uppsala University, Sweden.
    Klang, Nina
    Department of Education, Uppsala University, Sweden.
    Magnússon, Gunnlaugur
    c School of Education, Culture and Communication, Mälardalen University, Eskilstuna, Sweden.
    Almqvist, Lena
    School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    Professionalism, governance and inclusive education – A total population study of Swedish special needs educators2018In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, p. 1-15Article in journal (Refereed)
    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.

  • 25.
    Göransson, Kerstin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lindqvist, Gunilla
    Uppsala universitet, Högskolan Dalarna.
    Möllås, Gunvie
    Jönköping University.
    Almqvist, Lena
    Mälardalens högskola.
    Nilholm, Claes
    Uppsala universitet.
    Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden2017In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, ISSN ISSN 0013-1911, Vol. 69, no 4, p. 490-505Article in journal (Refereed)
    Abstract [en]

    Special needs educators (SNEs) and their counterparts are expected to play a significant role in schools’ work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, SNEs with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this article are to investigate the occurrence of SNEs and SuTs within the compulsory school system in 10 municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in 10 municipalities (n = 511, response rate 61.6%). Main results indicate that: (a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; (b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; (c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; (d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a “traditional special-education teacher”. Results are discussed in relation to Thomas Skrtic’s theoretical accounts of inclusive education and Andrew Abbott’s notion of jurisdictional control.

  • 26.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Lindqvist, Gunilla
    Högskolan Dalarna.
    Nilholm, Claes
    Malmö högskola.
    Voices of special educators in Sweden: a total population study.2015In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, ISSN 0013-1881, Vol. 57, no 3, p. 287-304Article in journal (Refereed)
    Abstract [en]

    Background: There are two occupational groups in Sweden that are expected to have significant impact on educational work related to children in need of special support. These two groups are special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name ‘special educators’ to refer to both groups. Special educators are expected to have specific knowledge regarding the identification of, and work with, school difficulties. However, there is noticeably little research concerning these occupational groups. This study was undertaken in order to further our knowledge about special educators’ work.

    Purpose: The overall purpose of the present paper is to provide a first overview of special educators’ work. The paper investigates these special educators’ perceptions of their occupational role, of their preparedness for the role and of how their role is practised. The paper also illuminates questions about SENCOs’ and special education teachers’ knowledge and values as well as the grounds for the occupational groups to claim special expertise related to the identification of, and work with, school diffi- culties.

    Design and method: A questionnaire was sent out in 2012 to all SENCOs and special education teachers in Sweden who received their degree from 2001 onwards and in accordance with the Swedish examination acts of 2001, 2007 and 2008 (N = 4252, 75% response rate).

    Results: According to the results, special educators state that they are well prepared to work with some tasks, such as counselling, leading development work and teaching children/pupils individually or in groups. Concurrently, there are tasks that the groups are educated for (e.g. school-development work), which they seldom practise in their daily work.

    Conclusions: Primarily using reasoning concerning jurisdictional control, we discuss SENCOs’ and special education teachers’ authority to claim special expertise in relation to certain kinds of work, clients and knowledge and thus, their chances of gaining full jurisdictional control in the field of special education.

  • 27.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Luttropp, Agneta
    Åman, Kerstin
    Country report Sweden2008In: Early Childhood Education in Inclusive Settings - Erstausgabe: Basis, Background and Framework of Inclusive Early Education in Five European Countries (France, Germany, Hungary, Portugal and Sweden),, Siegen: Comenius/ECEIS , 2008Chapter in book (Other academic)
  • 28.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Magnússon, Gunnlaugur
    Mälardalens högskola.
    Nilholm, Claes
    Högskolan i Jönköping.
    Challenging Traditions?: Pupils in Need of Special Support in Swedish Independent Schools2012In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 32, no 4, p. 262-280Article in journal (Refereed)
    Abstract [sv]

    This article presents the general situation for pupils in need of special support (PNSS) within the Swedish independent compulsory schools. The analysis is based upon a survey of all independent schools in Sweden. Results show that the amount of PNSS is lower in independent schools than in municipal schools and that a deficit perspective seems to be common regarding explanations of school problems. There is, however, great diversity among the schools. Conclusions are that the challenge of independent schools to the traditional way of conceiving education, regarding school choice, seems to be more effective less for some other groups of pupils than for PNSS and that there are few signs that independent schools challenge traditions in work with PNSS in municipal schools.

  • 29.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Malmqvist, Johan
    Nilholm, Claes
    Local school ideologies and inclusion: The case of Swedish independent schools2013In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 28, no 1, p. 49-63Article in journal (Refereed)
  • 30.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, C
    L’éducaction inclusive en Suède: Idées, politiques et pratiques2009In: La nouvelle revue de l’adaptation et de la scolarisationArticle in journal (Refereed)
  • 31.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Malmö University.
    A continuing need for conceptual analysis into research on inclusive education: Response to commentators2014In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 3, p. 295-296Article in journal (Refereed)
  • 32.
    Göransson, Kerstin
    et al.
    Mälardalen University.
    Nilholm, Claes
    Malmö University.
    Conceptual diversities and empirical shortcomings - a critical analysis of research on inclusive education2014In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 3, p. 265-280Article in journal (Refereed)
    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.

  • 33.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Malmö högskola.
    Conceptual diversities and empirical shortcomings: a critical analysis of research on inclusive education2014In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, ISSN 0885-6257, Vol. 29, no 3, p. 265-280Article in journal (Refereed)
    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 analysed with regard to (a) how inclusion is defined and (b) what empirical knowledge there is regarding factors that make schools and classrooms more inclusive. Our point of departure is that we regard inclusion as an idea about what school systems, schools and classrooms should accomplish, and as such, an expression of an educational philosophy. Four different understandings of inclusive education were found: (a) inclusion as the placement of pupils with disabilities in mainstream classrooms, (b) inclusion as meeting the social/academic needs of pupils with disabilities, (c) inclusion as meeting the social/academic needs of all pupils and (d) inclusion as creation of communities. Under a strict definition of inclusive education, hardly any research was found which reliably identified factors that give rise to inclusive processes. The outcome of our analyses are discussed from the perspective that different understandings of inclusion should be seen, to a large extent, as expressions of different views of what schools should accomplish. We also propose that some of the adherents to inclusion as creation of communities can be placed in the grand educational tradition reaching back to Dewey that tries to establish new ideals for school systems in a society in which individualism is perhaps the main ideology. The main conclusions are that the operative meaning of inclusion in reviews and empirical research should be much more clearly defined and that new types of studies are needed.

  • 34.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Den sociala situationen för barn och elever i svårigheter som undervisas i reguljära klasser och förskolegrupper: En systematisk forskningsöversikt2015In: Delrapport frï¿œn SKOLFORSK-projektet: Tre forskningsöversikter inom området specialpedagogik/inkludering, Vetenskapsrådet , 2015, p. 1-53Chapter in book (Other academic)
  • 35.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Inkluderande undervisning - vad kan man lära av forskningen2013Book (Other academic)
  • 36.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Om smygrepresentativitet i pedagogiska avhandlingar2009In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, no 2, p. 136-142Article in journal (Refereed)
  • 37.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Recension av Camilla Brörup Dyssegaard, Michael Sörgaard Larsen & Neriman Tiftikci C.: Effekt av paedagogisk insatts ved inklusion of born med saerlig behov i grundskolen2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 1, p. 137-143Article, book review (Other academic)
  • 38.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Karlsson, Kristina
    Inclusive education in Sweden?: A critical analysis2011In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 15, no 5, p. 541-555Article in journal (Refereed)
    Abstract [en]

    When it comes to pupils in need of special support and pupils with disabilities, Sweden's compulsory school system is sometimes considered a one-track system. This article analyses and critically discusses current policy and practices at various levels of Sweden's compulsory school system for these pupils. The analysis traces three themes at the national and municipal levels: (1) values and goals; (2) organisation and placement of pupils; and (3) importance of categories in obtaining support. A rather complex picture emerges from this analysis. Several conclusions are made: (1) state policies leave a lot of room for interpretation at the municipal and school levels, and this results in an extensive variation; (2) Swedish state policy is not as inclusive as is often stated; (3) celebration of difference seems to be hard to achieve; (4) learning goals can be a double-edged sword with regard to inclusion; and (5) most pupils appear to enjoy participation in school, and in an international perspective, Swedish classrooms seem to be largely democratic.

  • 39.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Högskolan i Jönköping.
    Magnússon, Gunnlaugur
    Mälardalens högskola.
    Inclusive education in Sweden: Past, present and future issues2012In: Bildning för alla: En pedagogisk utmaning, Kristianstad: Kristianstad University Press , 2012, p. 161-174Chapter in book (Other academic)
  • 40.
    Klang, Nina
    et al.
    Uppsala universitet.
    Gustafsson, Katarina
    Uppsala universitet.
    Möllås, Gunvie
    Jönköping university.
    Nilholm, Claes
    Uppsala universitet.
    Göransson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Enacting the role of special needs educator: six Swedish case studies2017In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 32, no 3, p. 391-405Article in journal (Refereed)
    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.

  • 41.
    Magnusson, Gunnlaugur
    et al.
    Malardalen University, Eskilstuna, Sweden.
    Göransson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nilholm, Claes
    Uppsala University, Uppsala, Sweden.
    Varying access to professional, special educational support: A total population comparison of special educators in Swedish independent and municipal schools2018In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 18, no 4, p. 225-238Article in journal (Refereed)
    Abstract [en]

    Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n=4252) examined after 2001. The aim was to explore and compare the occupational situations of special educators working in Swedish municipal and independent schools. This is done by studying their occupational situations and the values they express regarding identification of - and work with - special support. The results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools have fewer years' experience as special educators, are more often employed part-time than full-time and are more likely to hold other positions in schools (such as head teacher) than those employed in municipal schools. The results further illustrate different organisational approaches towards special educational support. Apparent is that independent schools offer professional special educational resources to a lower degree and utilise them differently. This is likely to influence the situation of pupils in need of support, and has consequences for the image of the Swedish education system.

  • 42.
    Magnússon, Gunnlaugur
    et al.
    Mälardalen University, Eskilstuna, Sweden.
    Göransson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses2019In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 34, no 3, p. 257-271Article in journal (Refereed)
    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.

    The full text will be freely available from 2019-10-01 08:00
  • 43.
    Magnússon, Gunnlaugur
    et al.
    Mälardalens högskola.
    Göransson, Kerstin
    Mälardalens högskola.
    Nilholm, Claes
    Malmö universitet.
    Similar Situations?: Special Needs in Different Groups of Independent Schools2015In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 4, p. 377-394Article in journal (Refereed)
    Abstract [en]

    This study explores differences between different groups of Swedish independent schools’ work with pupils in need of special support (PNSS). Data comes from a total population study of independent schools. Data is analyzed using six categories of profile that may affect the special educational values at the schools, and therefore the situation for PNSS. Additionally, the data is analyzed with regard to the school ownership structure. Results show that diagnosis is important for receiving support, despite contrary legislative intentions. The groups differ regarding proportions of PNSS (12–100%), incidence of refusals of admission (8–40%), and in the way they explain problems and organize support. Generally, there is little challenge to a deficit perspective in views on school difficulties and the organization of support; market rationality may be a contributing factor. There are more differences between educational profiles of schools than there are between types of school ownership.

  • 44. Möllås, Gunvie
    et al.
    Gustafson, Katarina
    Klang, Nina
    Göransson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Specialpedagogers/speciallärares arbete i den dagliga skolpraktiken: En analys av sex fallstudier2017Report (Other academic)
    Abstract [sv]

    Vilka arbetsuppgifter ingår i specialpedagogernas vardagspraktik? Vilka kontextuella villkor och förutsättningar bidrar till att forma den specialpedagogiska yrkesrollen samt vilka strategier använder specialpedagogerna sig själva av för att stärka och forma sin yrkesroll? Frågorna ligger till grund för den analys av sex fallstudier som presenteras i den här rapporten. Studien utgör den tredje delstudien inom ett större forskningsprojekt ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning”, vilket har finansierats av Vetenskapsrådet. Samtliga respondenter är anställda som specialpedagoger, men har varierande bakgrund och utbildning. Syftet har varit att undersöka hur specialpedagogrollen konstitueras i grundskolans vardagliga och lokala praktiker. Datamaterialet består av dokument, fältanteckningar från observationer, informella samtal och intervjuer samt respondenternas egna dagboksinspelningar. Rapporten riktar sig främst till verksamma aktörer inom grundskolan på olika nivåer (förvaltningspersonal, rektorer, elevhälsans personal, specialpedagoger, speciallärare, lärare m fl), blivande specialpedagoger och speciallärare samt lärarutbildare. 

  • 45.
    Nilholm, Claes
    et al.
    Malmö högskola.
    Almqvist, Lena
    Mälardalens högskola.
    Göransson, Kerstin
    Mälardalens högskola.
    Lindqvist, Gunilla
    Högskolan Dalarna.
    Is it Possible to Get Away from Disability-Based Classifications in Education?: An Empirical Investigation of the Swedish System2013In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 15, no 4, p. 379-391Article in journal (Refereed)
  • 46.
    Nilholm, Claes
    et al.
    Malmö högskola.
    Almqvist, Lena
    Mälardalens högskola.
    Göransson, Kerstin
    Mälardalens högskola.
    Lindqvist, Gunilla
    Jönköping university.
    What is the problem? – explanations of school difficulties by eight occupational groups2013In: International Journal of Special Education, ISSN 0827-3383, E-ISSN 1917-7844, Vol. 28, no 1, p. 161-171Article in journal (Refereed)
    Abstract [en]

    Data from four different questionnaires are analyzed.  Explanations of school problems are compared for chief education officers, principals (in municipal and independent schools), subject teachers, class teachers, special teachers, special educational needs coordinators (SENCOs), and  assistants. Explanations involving deficits tied to the individual child were by far most common. Teachers and principals were the groups least likely to view teachers as a cause of school problems. Principals were even less likely to do so than the teachers themselves, and this was also the group that was least likely to consider the functioning of classes as an explanation of school difficulties. A school-leadership paradox is identified, meaning that principals discern causes of school problems that are not within their influence.

  • 47.
    Nilholm, Claes
    et al.
    Malmö högskola.
    Göransson, Kerstin
    Mälardalens högskola.
    Forskningen om inkludering - en SMART översikt2015In: Delrapport från SKOLFORSK-projektet: Tre forskningsöversikter inom området inkludering/specialpedagogik, Vetenskapsrådet , 2015, p. 1-30Chapter in book (Other academic)
  • 48.
    Nilholm, Claes
    et al.
    Uppsala universitet.
    Göransson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    What is meant by inclusion?: An analysis of European and North American journal articles with high impact2017In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, ISSN ISSN 0885-6257, Vol. 32, no 3, p. 437-451Article in journal (Refereed)
    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.

  • 49.
    Ramsten, Camilla
    et al.
    Mälardalens högskola.
    Marmstål Hammar, Lena
    Mälardalens högskola.
    Martin, Lene
    Mälardalens högskola.
    Göransson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ICT and Intellectual Disability: A survey of Organizational Support at the Municipal Level in Sweden2017In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 30, no 4, p. 705-713Article in journal (Refereed)
    Abstract [en]

    Background Young adults today have grown up in a society where information and communication technology (ICT) support empowerment and social participation. Young adults with mild-to-moderate intellectual disability are at risk for marginalization by the digital divide. The aim was to map and describe how municipal organizations in Sweden organize support in terms of policy and strategies to enable the use of ICT in social care for adults with a mild-to-moderate intellectual disability.

    Methods A quantitative, cross-sectional survey including all municipalities in Sweden (n = 290) was conducted (response rate: 51%, n = 147). Descriptive statistics were used.

    Results Findings indicate a lack of organizational support for staff as well as for young adults with mildto-moderate intellectual disability.

    Conclusion Municipalities request more knowledge about strategies for making ICT available. Despite the lack of comprehensive strategies for ICT, some Swedish municipalities have taken the initiative in this area

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