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En myndighets gestaltning av ett uppdrag: fallstudie av en utbildning kring åtgärdsprogram
Örebro University, Department of Education. (KKOM-DS)
2007 (Swedish)In: Specialpaedagogik: tidskrift for specialundervisning og anden specialpaedagogisk bistand, ISSN 0107-0649, Vol. 27, no 6, p. 57-73Article in journal (Other academic) Published
Abstract [sv]

Syftet med studien som redovisas här är att öka kunskapen om vad som händer när övergripande intentioner, vad avser specialpedagogisk verksamhet, gestaltas i en konkret praktik, nämligen en distanskurs anordnad av Specialpedagogiska institutet. Kursen var en utbildning i att skriva åtgärdsprogram. Vilka synsätt på specialpedagogik uttrycks i kursens material och hur betraktas elevers och föräldrars delaktighet? Hur konstrueras identiteter och vilka identiteter konstrueras i de åtgärdsprogram som skapas i kursen? Dessa frågor utgör utgångspunkter för de empiriska analyserna av kursen och dess material.

Place, publisher, year, edition, pages
2007. Vol. 27, no 6, p. 57-73
Keywords [en]
Specialpedagogik, åtgärdsprogram, inkludering, distanskurs, identiteter
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-3358OAI: oai:DiVA.org:oru-3358DiVA, id: diva2:137655
Available from: 2008-12-02 Created: 2008-12-02 Last updated: 2017-10-18Bibliographically approved
In thesis
1. Gamla mönster i nya former?: Tre studier om specialpedagogik i teori och praktik
Open this publication in new window or tab >>Gamla mönster i nya former?: Tre studier om specialpedagogik i teori och praktik
2010 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of the research presented here is to examine challenges in the special needs support tradition and the consequences of these challenges with the aim of increasing knowledge regarding the opportunities and constraints that are created as partof the support. In addition, the overarching study aims to highlight issues of democracyand inclusion in the social practices that are focused here and in what manner theseemerge and are framed. These aims are examined through three separate studies.

The first study theoretically examines the central concepts of democracy and inclusionin school policy. The central query here relates to what possible consequences differentmodels of democracy imply vis-à-vis inclusive processes and what possibilities exist forchallenging traditions in special need education? Tradition has often been recognized asan important factor for compensating individuals in a reactive and segregating way.

The second study takes an ethnographic point of departure and focuses five languagepre-schools that are instituted with the primary aim of teaching Swedish to children fromhomes where Swedish is not spoken. The institutional intention is to prepare these pupilsfor inclusion in future school arenas. One query here relates to what types ofconsequences such a proactively conceptualized activity gives rise to?

A case-study that focuses the analysis of a course to prepare teachers for writingremedial plans constitutes the third research foci. The course is offered by a national stateauthority, the older Institute of Special Education (Specialpedagogiska institutet). Theactivity of working on remedial plans is a challenge for the special educational traditionand its individualization of school related problems. A central issue here relates to whatconsequence such a challenge gives rise to when it is formulated by a school-authority?

The results of the studies presented in this thesis indicate that traditions resist changeeven though there is an ambition to challenge these. Old patterns of providing support ininstitutional arenas are difficult to reshape. In both empirical studies individual deficits isa common understanding of school-problems. The results of the empirical studies are alsodiscussed in relation to the conceptual analysis presented in the first article.

Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2010. p. 68
Series
Licentiatavhandlingar i Pedagogik, ISSN 1652-5248 ; 5
Keywords
special educational needs, democracy, inclusion, language preschool, remedial plans, governance
National Category
Social Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-33471 (URN)
Opponent
Supervisors
Available from: 2014-01-30 Created: 2014-01-30 Last updated: 2017-10-17Bibliographically approved

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http://www.tidsskriftetspecialpaedagogik.dk/udgivelser_indeks.asp?aargang=2007#188

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Carlsson, Reidun

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