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Gamla mönster i nya former?: Tre studier om specialpedagogik i teori och praktik
Örebro University, School of Humanities, Education and Social Sciences, Örebro University, Sweden. (KKOM-DS)
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. , 68 p.
Series
Licentiatavhandlingar i Pedagogik, ISSN 1652-5248 ; 5
Keyword [en]
special educational needs, democracy, inclusion, language preschool, remedial plans, governance
National Category
Social Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-33471OAI: oai:DiVA.org:oru-33471DiVA: diva2:692291
Opponent
Supervisors
Available from: 2014-01-30 Created: 2014-01-30 Last updated: 2014-01-30Bibliographically approved
List of papers
1. Demokrati och inkludering: en begreppsanalys
Open this publication in new window or tab >>Demokrati och inkludering: en begreppsanalys
2004 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 2, 77-95 p.Article in journal (Other academic) Published
Abstract [sv]

Notions of inclusion and democracy are distinguished, discussed and related to one another. Three notions of inclusion are discerned: weak inclusion, strong inclusion and inclusion as a dilemma. Whereas a weak notion of inclusion subscibes to a gereral idea of inclusion while at the same time allowing for exceptions, the strong notion supports inclusion as a firm principle. A dilemma perspective, on the other hand, to a larger extent involves the recognition of inclusion/exclusion as inherent characteristics of educational systems dealing with diversity. Four notions of democracy are discussed: rulegoverned, representative, participatory and deliberative. Relations between notions of inclusion and democracy are - tentatively - discussed. It is argued that the different models of democracy have implications vis-a-vis notions of inclusion and some of these implications are discussed.

Place, publisher, year, edition, pages
Örebro: , 2004
Keyword
Demokrati, inkludering, utbildning
National Category
Social Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-32770 (URN)
Available from: 2013-12-13 Created: 2013-12-13 Last updated: 2016-12-15Bibliographically approved
2. Verktyg och lådor: en studie om språkfokuserade aktiviteter för minoriteter på förskolearenor
Open this publication in new window or tab >>Verktyg och lådor: en studie om språkfokuserade aktiviteter för minoriteter på förskolearenor
2006 (Swedish)In: Nordisk Pedagogik, ISSN 0901-8050, Vol. 26, no 3, 193-209 p.Article in journal (Refereed) Published
Abstract [en]

This article critically explores a new institutional preschool arena which has the aim of teaching children whose first language is not Swedish the majority language before they start school. In addition to throwing light on socio-historical conditions which lead to establishment of these language preschools, the article focuses upon issues related to multilingualism and learning in everyday institutional settings. Analysis of empirical data from the late 1990s is presented in the form of an ethnographic day. We identify and discuss a theoretical and methodological tension between language as a cultural tool and the use of physical artefacts and tools in language focused activities to «teach» the majority language. The need for understanding all school settings as «language arenas» and exploring the «doing of multilingualism» are important, it is argued, in discussions regarding diversity and democracy.

Place, publisher, year, edition, pages
Oslo: , 2006
Keyword
etnografi, förskola, flerspråkighet, sociokulturellt perspektiv
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-32774 (URN)
Available from: 2013-12-13 Created: 2013-12-13 Last updated: 2015-01-20Bibliographically approved
3. En myndighets gestaltning av ett uppdrag: fallstudie av en utbildning kring åtgärdsprogram
Open this publication in new window or tab >>En myndighets gestaltning av ett uppdrag: fallstudie av en utbildning kring åtgärdsprogram
2007 (Swedish)In: Specialpaedagogik: tidskrift for specialundervisning og anden specialpaedagogisk bistand, ISSN 0107-0649, Vol. 27, no 6, 57-73 p.Article 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.

Keyword
Specialpedagogik, åtgärdsprogram, inkludering, distanskurs, identiteter
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-3358 (URN)
Available from: 2008-12-02 Created: 2008-12-02 Last updated: 2014-01-30Bibliographically approved

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