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1.
In Sweden, as in many other countries, inclusion has been on the political agenda for a long time and has served as a blueprint and guiding principle for practical work in school. However, inclusive education has, by and large, been associated with special education measures, which seriously limit the chances of achieving the vision of inclusion. In this article, we analyse how the meaning of special education is constructed in policy documents from four distinct time periods of Swedish education policy from the late 1970s to 2014. The paper draws on an approach to scrutinise the process of problematisation in public policy-making. Based on the analysis, we argue that there are prospects of a hegemonic intervention regarding the meaning of special education during later years in Swedish education policy, emphasising an individual perspective and individual deficiencies. In contrast to inclusive ambitions, this perspective advocate segregated support measures. Finally, based on previous research and tendencies within the field, we present arguments in the concluding discussion why this hegemonic intervention in education policy also might attract the support of school personnel at the local school level and some potential consequences of the expansion of special education in Sweden. 相似文献
2.
There are multiple routes to becoming a special educator in Norway. In recent years, bachelor's degree programmes have offered an alternative to the traditional path in which special education coursework is taken as a part of teacher education. The purpose of this study was to investigate whether these different programmes produce different understandings of the special education profession and its core concepts. We surveyed 27 bachelor students and 36 teacher education students using open-ended questions concerning their future goals and expectations and the concepts of ‘inclusion,’ ‘learning disability,’ and ‘special educator’. Teacher education students were more likely to: (a) view inclusion from a broad perspective, emphasizing a sense of belonging and community, (b) define the concept of learning disability from a categorical perspective, and (c) perceive special educators as essentially ‘expert’ teachers for children with special needs. Bachelor’s degree students also emphasized special educators’ role in supporting individuals with special needs, yet were more likely to apply a relational perspective when describing the concept of learning disability. 相似文献
3.
Ingemar Emanuelsson 《Scandinavian Journal of Educational Research》2013,57(3-4):459-474
The articles in this section cover special education, and education and professional expertise, which each represent one special research field within education, but cover research during the last few decades from only one of the Nordic countries. The special‐education article reviews research in Sweden, and from three periods, 1956‐1969, 1970‐1979, and 1980 and later. In selecting the studies referred to the author chose to concentrate on educational aspects within the research domain, rather than differentiated from more handicap‐research‐dominated studies. The author argues that the review cannot, therefore, be seen as a complete, rather it should be understood as a summary of some evident trends of during the periods covered. The extensive presentation ends with remarks on some of the most important theoretical and normative perspectives and aspects. The second article examines, from an educational viewpoint, the acquisition of professional expertise and it outlines emerging approaches to such research, particularly in Finland. The first part of the article briefly reviews how expertise has been conceptualized in recent research. The next section deals with the role of higher education in developing expertise from the constructivist perspective in research on learning, and the article that lines current challenges and alternatives for further educational research. 相似文献
4.
In the department of mathematics of the Luleå University of Technology in Sweden, a dynamic model for the education of doctoral students and guidance of supervisors in research groups has been developed and applied for several years now. Presently groups in mathematics as well as a group in mathematics education are working according to this model and treated in the same way. Moreover, both the students and the supervisors get some education and experience also in elements, which usually are not included in more traditional models for supervision in the mathematical sciences in Sweden. In this paper, we describe our model as well as some experiences of it. Moreover, the results of a questionnaire addressed to and answered by all doctoral students (both finished and still in the program) are presented, evaluated and compared with some related investigations in Sweden. We claim that the students in general are very satisfied to be supervised and guided in this way. In principle, there have been no cases of dropping out of the Ph.D. programs, students obtained their degrees within the stipulated time and the careers after the studies have been successful. We hope that this positive experience will stimulate other universities to test and evaluate our model (or relevant parts of it) under different conditions. 相似文献
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6.
Rune Sarromaa Hausst?tter 《欧洲特需教育杂志》2013,28(3):367-374
People with severe disabilities (SD) communicate in complex ways, and their teachers, parents and other involved professionals find it difficult to gain knowledge and share their experiences regarding the person with SD’s communication methods. The purpose of this study is to contribute to our understanding of how parents and professionals share learning about communication and augmentative and alternative communication (AAC) for people with SD by participating in blended learning networks (BLNs). Thirty-six parents and professionals participated in online web-based BLNs according to a prepared format; four groups were formed, and all of the groups participated in four discussion sessions and an evaluation session. Detailed minutes from the 16 BLN sessions, an evaluation session and course evaluation data were thematically analysed. The theoretical frameworks were different perspectives on disability within communication research and special education research, and theories about shared learning in networks. The analyses revealed themes that focused on communication partners’ knowledge, attitudes and strategies regarding communicating with people with SD; the importance and power of using multimodal AAC; and the universality, user-friendliness and empowering aspects of iPads and apps. The findings suggest that participants perceive communication and AAC with people with SD from relational, dialogical and interactional perspectives, whereas the categorical perspective was less pronounced. In accordance with other professional competence research, the use of online web-based BLNs with mixed groups that was described in this paper yielded positive evaluations from the participants. The opportunity for meeting others involved in caring for people with SD, the actual blended groups and the sharing of technology and AAC experiences in particular were highlighted. 相似文献
7.
《International Journal of Educational Research》1998,29(2):107-117
This chapter describes the Special Education and its Consequences (SPEKO) Project in Sweden. The major aim of the project is to investigate processes of defining target populations for special education in Swedish schools. The results suggest that most educators defined special education with reference to general education. Special education was perceived as an activity aimed at training basic cognitive and social skills with relatively few pupils at a slow pace. Furthermore, definitions of target groups for special needs education are decided more or less randomly, especially if they (the definitions) are related to patterns of resource allocation between and within schools. 相似文献
8.
《Teaching and Teacher Education》2000,16(4):511-519
The Swedish school is a meeting place for different cultures. Gender and class variations have been recognized for many years. More recently, ethnic, religious and linguistic diversity has also entered Swedish classrooms. This article examines these new educational circumstances in three parts. The first section defines some multicultural terms in Swedish context and briefly describes Sweden as a multicultural society. The second section discusses different pedagogical strategies in Swedish multicultural classrooms where cultural diversity problematizes traditional education. The final section addresses the need for an intercultural perspective in teacher education. 相似文献
9.
Ann-Christine Wennergren 《欧洲特需教育杂志》2013,28(4):541-550
The study was conducted in a school for special education with small classes of six to 12 students. The aim was to illuminate how students’ understanding of written assessments could be related to assessment for learning. Twenty-nine students were asked to describe their understanding of written assessment in three different subjects and, further, to describe their perceptions in follow-up interviews. The two-step analysis first focused on individual understanding. Thereafter Vygotsky’s zone of proximal development (ZPD) was used as analytical tool. In the first analysis three categories were identified. Students’ understandings were related to subject matter knowledge, generic skills and attitudes. The findings of the second analysis indicated that written assessment often lacked formative features and cannot be seen as learning in the ZPD. Difficulties with schoolwork were seen as problems of the individual and the measures were directed towards the student. Even though the guidelines ask for a relational perspective a categorical perspective sometimes was adopted in the assessments. The implications of the study relate to the ways teacher’s assessment competences can encompass students’ understanding and how this can be translated into action. 相似文献
10.
《Exceptionality》2013,21(4):199-221
The purposes of this article are (a) to present the results of a federally funded study conducted by the Research Triangle Institute concerning the application of categor- ical and noncategorical special education in both state and local education agencies and (b) to illustrate how the case study as a rigorous research strategy (Yin, 1989, 1994) was applied to this policy issue in special education. These purposes are complementary, one focusing on the primary quaiitative methods and procedures of the study, the other focusing on the findings and conclusions relative to a current issue in the delivery of special education and related services. Thus, although the format of this article follows that of the traditional research study, we discuss not only the findings relevant to the implementation of categorical and noncategorical special education, but also the advantages and limitations of case study methodology, which increasingly is being used to study policy issues in special education. 相似文献
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Pol Ghesquière 《International Journal of Disability, Development & Education》2004,51(2):217-222
In this concluding article we discuss how the different contributors of this special issue deal with the methodological challenges in special needs education research. The shift from an individual perspective towards an interactional and systemic point of view in special educational needs research has introduced research methods that are able to describe the complexity and the recursiveness of the social reality under study. The different studies presented in this issue provide interesting illustrations of some of these methods. The discussion of these studies makes it clear that social cultural theory is a useful framework for research on special needs education. It is suggested that in their investigations researchers should attach importance to the meaning of discourse and keep their minds open to change and new challenges. 相似文献
13.
Markku J. Sassi Sakari J. Moberg 《International Journal of Disability, Development & Education》1990,37(2):91-98
FINLAND is a small North‐European country with a population of about 5 million. It has historical ties with Sweden and Russia. Consequently, there are two official languages in the country: Finnish and Swedish. The education system is based on a 9‐year comprehensive school. Education is compulsory for all children between the ages of 7 and 16. Health and welfare services for children with disabilities are mainly provided within the regular services but special services are ensured by special laws. Special education services are provided at every level of education and learning environment modifications range from remedial education to individual instruction at home. In the comprehensive school about 16% of all pupils receive special education in some form. The majority of special pupils receive part‐time special education by resource room teachers. Individual and group integration has increased strongly during the last decade and more emphasis is placed in the development of individual special education programming. 相似文献
14.
Gunilla Lindqvist 《Journal of Research in Special Educational Needs》2013,13(3):198-207
In Sweden today, special educational needs coordinators (SENCOs) are educated at universities to help resolve educational problems related to children in need of special support at three levels, that is, the organisational level, the classroom level and the individual level. Before the education of SENCOs was created in the early 1990s, special teachers were the occupational group that worked primarily on an individual level. Children's school problems were then seen as individual deficits. SENCOs can be seen as vanguards in changing an educational system from primarily focusing on an individual perspective to a broader focus on the entire learning environment. How has the occupational role of SENCOs affected schools? The overall aim of this study is to investigate possible changes within a school system when the introduction of a new occupational group, SENCOs, challenges established structures. More specifically, this paper studies how different occupational groups view where and in what ways SENCOs work and should work. Three different questionnaires are the basis of this analysis of SENCOs' present situation within the Swedish educational system. A number of interesting findings were detected in this study. For example, several occupational groups respond that SENCOs should work with individually taught special education. Meanwhile, a pattern emerges in which SENCOs seem to have partly established a new work role. However, little is known about how these changes affect children in need of special support. 相似文献
15.
This paper examines the use and role of the term ‘hypothesis’ in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well‐known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learning, introducing the notion of pivot terms to operationalise language use as a habit and mediated action. We describe three different customs of using the term ‘hypothesis’ within four cultural institutions that can be said to constitute science teacher education in Sweden. Students were found to habitually use the term hypothesis as meaning a guess about an outcome. This is contrasted to the function of this term in scientific research as a tentative explanation. We also found differences in how this term was used between the pure science courses given by the science departments of universities and science education courses taken only by teacher students. Findings also included further support for school students hypothesis fear reported in an earlier study. It is discussed how these findings can obstruct learning and teaching about the nature of scientific inquiry. Constructivist theories of learning are suggested as a possible origin of these problems. The findings are also related to curricular reform and development. 相似文献
16.
中国民办高等教育研究:回顾、比较与展望 总被引：7，自引：0，他引：7
对有关文献的分析发现,随着我国民办高等教育的发展,相应的研究工作和成果也越来越多。由于研究对象的特殊性等原因,我国民办高等教育开处方式的研究较多,实证研究较少;研究主要围绕有关法律和政策问题进行,理论分析不够深入;比较重视研究对象的经济特性,而相对忽视其社会特性。 相似文献
17.
Eva Hjörne 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):540-552
ABSTRACTAccess to public education that provides equal opportunities for all is a democratic right for every person living in Sweden. In addition, every child should as far as possible be included in the mainstream school. An official story that is taken for granted in Sweden is that an extremely low proportion of children are in need of special support, since there is no categorisation system in the official statistics. However, the results from the interviews of a number of key informants in the Swedish school system and several research studies show the opposite; the proportion of children categorised in practice as being in need of special support has increased dramatically, especially the group of children assigned with neuropsychiatric diagnoses for example Attention Deficit Hyperactivity Disorder. This paper explores the implications of growing segregation of children with special educational needs for the idea of an inclusive education system. 相似文献
18.
高职通识教育研究是高职教育人对高职教育本质认识的一种深化和凝练,是对高职人才成长规律的透视。高职教育与传统高等教育的差异自然造成高职通识教育不同于已有的通识教育。本文所指高职通识教育的本质是高等教育文化价值在高等职业教育领域的具体化,它是基于专业又高于专业的、引领高职生以高等文化方式学习工作生活的教育,从地方高职院校的角度,提出目前高职通识教育的实现途径也要区别于普通本科的通识教育。 相似文献
19.
ABSTRACT— Circadian rhythms, in particular the sleep–wake cycle, modulate most, if not all, aspects of physiology and behavior. Their impact on education has recently begun to be understood, including a clear positive relationship between sleep and learning. In fact, sleep deprivation, common to adolescents throughout the world, has a deep effect on academic performance, and this fact is often increased by inadequate school schedules. This special issue of Mind, Brain, and Education deals with the relation between biological rhythms and learning, as discussed in an International Mind, Brain, and Education Society meeting that took place in Erice, Italy in May 2007. The articles (with contributors from Brazil, Croatia, Sweden, Spain, United Kingdom, United States, and Argentina) cover several aspects of this fundamental link between timing and education and suggest strategies to optimize school and sleep schedules for a better quality of life and improved academic performance of students. 相似文献
20.
Elaine Keane 《Irish Educational Studies》2013,32(1):85-102
Drawing upon data collected as part of a research project exploring diversity in Irish higher education, this article focuses on the relational realm of under-represented students’ experiences. It commences with a brief overview of the background and context as well as the methodology of the study. The article then presents and explores a number of interrelated findings with regard to the relationships experienced by these undergraduates, both with other students and with their external friends and acquaintances. Friction was evident in the accounts of the respondents and this article argues that an increased focus on the relational is required by institutions, given the central role played by the social experience in the retention of students in higher education. Further, it is argued that education for diversity and inclusion be incorporated as an explicit and integrated component in all higher education curricula in order to foster mutual understanding and respect between student groups, within the broader educational community and ultimately in the wider society. 相似文献