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Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.ORCID-id: 0000-0003-4793-871X
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2018 (Engelska)Ingår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, s. 1-16Artikel i tidskrift (Refereegranskat) Published
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.

Ort, förlag, år, upplaga, sidor
Routledge , 2018. s. 1-16
Nyckelord [en]
SNEs, inclusive education, special education, professional role, educational organisation
Nationell ämneskategori
Pedagogik
Forskningsämne
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-27508DOI: 10.1080/13603116.2018.1441339OAI: oai:DiVA.org:du-27508DiVA, id: diva2:1199322
Forskningsfinansiär
Vetenskapsrådet, 2011–5986Tillgänglig från: 2018-04-20 Skapad: 2018-04-20 Senast uppdaterad: 2018-04-20

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Lindqvist, Gunilla

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