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Social rättvisa i inkluderande idrottsundervisning för elever med rörelsehinder: en utopi?
Örebro University, School of Health and Medical Sciences.
2010 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Place, publisher, year, edition, pages
Örebro: Örebro universitet , 2010. , p. 82
Series
Studies from The Swedish Institute for Disability Research, ISSN 1650-1128 ; 33
Keyword [en]
social justice, recognition, redistribution, dilemma, physical education, inclusion, physical disabilities, teachers, social status, identity, attitudes
National Category
Pedagogy Sport and Fitness Sciences
Research subject
Disability Research
Identifiers
URN: urn:nbn:se:oru:diva-10485ISBN: 978-91-7668-726-0 (print)OAI: oai:DiVA.org:oru-10485DiVA, id: diva2:313366
Public defence
2010-05-24, Hörsal P2 (Prismahuset), Örebro universitet, Örebro, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2010-04-27 Created: 2010-04-26 Last updated: 2017-10-18Bibliographically approved
List of papers
1. Normative approaches to justice in physical education for pupils with physical disabilities: dilemmas of recognition and redistribution
Open this publication in new window or tab >>Normative approaches to justice in physical education for pupils with physical disabilities: dilemmas of recognition and redistribution
2009 (English)In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 24, no 3, p. 331-342Article in journal (Refereed) Published
Abstract [en]

Seeking social justice in education for pupils with disabilities creates certain dilemmas. A 'school for all' means that educators are faced with the dilemma whereby the notion of 'disability' is perceived as ought not to matter but where in actual fact it seems to matter very much! This article explores ways out of this general educational dilemma using the context of physical education (PE) for pupils with physical disabilities within the compulsory school as an example. Justice theories of resource distribution and cultural recognition affect educational outcomes, where the demand is for justice and equity. Fraser's notion of 'social status', together with a pluralistic approach to identities where personal experiences are given a place, is used to suggest a solution to the dilemma. It is concluded that a redistribution of economic resources and social recognition is necessary if social justice within PE is to become a reality.

Place, publisher, year, edition, pages
Routledge, 2009
National Category
Pedagogy Social Work
Research subject
Disability Science
Identifiers
urn:nbn:se:oru:diva-6408 (URN)10.1080/09687590902789495 (DOI)000265293300006 ()2-s2.0-74949110548 (Scopus ID)
Available from: 2009-04-28 Created: 2009-04-28 Last updated: 2017-12-13Bibliographically approved
2. Systematic review and analysis of general physical education teachers' attitudes to inclusion
Open this publication in new window or tab >>Systematic review and analysis of general physical education teachers' attitudes to inclusion
(English)Manuscript (preprint) (Other academic)
Keyword
review, physical education, teachers, attitudes, inclusion, disability, social justive, social recognition, redistribution
National Category
Sport and Fitness Sciences Social Work Pedagogy
Research subject
Disability Science
Identifiers
urn:nbn:se:oru:diva-10499 (URN)
Available from: 2010-04-26 Created: 2010-04-26 Last updated: 2017-10-18Bibliographically approved
3. Swedish primary-school teachers' attitudes to inclusion: the case of PE and pupils with physical disabilities
Open this publication in new window or tab >>Swedish primary-school teachers' attitudes to inclusion: the case of PE and pupils with physical disabilities
2010 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 1, p. 45-57Article in journal (Refereed) Published
Abstract [en]

Teachers play a decisive role in making inclusive education a reality. The particular case of inclusion in physical education (PE) poses a specific challenge to teaching practice. How PE teachers view inclusion may provide special insights into teachers' general attitudes toward inclusion and inclusive practices in the general school curriculum. The aim of this study is to investigate Swedish PE teachers' attitudes to inclusion of pupils with physical disabilities in mainstream PE classes at primary school. The sampling frame was members of the Swedish Teachers' Union who had registered themselves as PE teachers and who indicated a current e-mail address (n = 560). Respondents were invited to complete an e-mail questionnaire with questions covering demographics, general attitudes, support from school management and staff, possible hindrances and personal experiences of inclusion. A total of 221 teachers (39%) responded, equal numbers of males and females with a bimodal age distribution (means of 28 and 44) with an average of eight years of service. On average, Swedish PE teachers are very positive to inclusion of pupils with physical disabilities into general PE. Gender, age, years of service and work satisfaction had no impact on general opinions of inclusive PE. PE teachers with actual previous experience of teaching pupils with physical disabilities were slightly more positive to inclusive PE. Stepwise multiple regressions were used to establish a predictive model of positive attitudes to inclusion based on: (1) having adequate training; (2) having general school support (from management and staff); and (3) demands on resources. This yielded an adjusted R2 that explained 33% of variation in attitudes.

Place, publisher, year, edition, pages
London: Routledge, 2010
Keyword
attitudes, physical education, inclusion, primary teacher
National Category
Pedagogy Pedagogical Work Sport and Fitness Sciences
Research subject
Disability Research
Identifiers
urn:nbn:se:oru:diva-10497 (URN)10.1080/08856250903450830 (DOI)
Available from: 2010-04-26 Created: 2010-04-26 Last updated: 2017-12-12Bibliographically approved
4. Rättvis idrottsundervisning för elever med rörelsehinder?: En empirisk illustration
Open this publication in new window or tab >>Rättvis idrottsundervisning för elever med rörelsehinder?: En empirisk illustration
(Swedish)Manuscript (preprint) (Other academic)
Keyword
social rättvisa, idrott och hälsa, inklusion, rörelsehinder, barn i behov av extra stöd
National Category
Social Work Pedagogy Sport and Fitness Sciences
Research subject
Disability Science
Identifiers
urn:nbn:se:oru:diva-10501 (URN)
Available from: 2010-04-26 Created: 2010-04-26 Last updated: 2017-10-18Bibliographically approved

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Jerlinder, Kajsa

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