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  • 1.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Nes, Kari
    Fasting, Rolf
    Ström, Kristina
    Different Understandings of Inclusion: Round Table Presentation2011Inngår i: NERA´s 39th Congress - Rights and Education, Jyväskylä, Finland, 2011Konferansepaper (Annet vitenskapelig)
  • 2.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Can collaborative consultation, based on communicative theory, promote an inclusive school culture?2017Inngår i: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 27, nr 4, s. 874-891Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    This article contributes to furthering our knowledge of how collaborative consultation, based on communicative theory, can make teachers’ learning from, and with, each other an inclusive process, and thus promote an inclusive school culture. The aim is to study special education professionals’ experiences of, and reflections on, leading collaborative consultations. The data consists of critical reflection (collaborative meta-consultation) in groups of special education professionals (consultants) and one researcher. The focus of the collaborative meta-consultations was on the consultations that the consultants held with groups of teachers. The data has been analysed using qualitative content analysis. Besides identifying some basic conditions, certain strategies and approaches have also been identified to make collaborative consultation an inclusive process. Collaborative consultation can promote an inclusive school culture if the concept of inclusion embraces how professionals collaboratively examine their practice, strategies, and values.

  • 3.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Can counseling support the vision of inclusive education?: Experiences from the project: “Learning for democracy: Partner-driven North/ South collaboration on Inclusive Education”2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Inclusive education models have been in focus in a collaborative project between the Ministries of Education in South Africa, Botswana and Namibia, Stockholm university, MIET Africa as well as universities in Southern Africa in 2011-2013. The intention was to contribute to a comparative knowledge of educational democracy as well as to strengthen the South African expertise in the area of inclusive education. This was done by co-constructing a mutual communicative knowledge model in which practice and theory met. The project focused on dialogues in six workshops with people with local experiences (e.g. local governments, member of organizations, parent groups) as well as other socially active professionals ( school principals, school psychologists, teachers and social workers). It has been important to establish contacts with numerous professions  that  use communicative democratic processes within an educational context. (Habermas, 1995/1981; Sahlin, 2005; Ahlefeld Nisser, 2009). The project emphasized the need for democratic communication in which all participants would have the opportunity to interpret situations, discuss problems, propose  justifications, express thoughts and criticisms.

    The main focus of one of the six workshops was counseling as a way to improve inclusion.

    The aim of the paper is to share my experiences from this project with a special focus on counseling as a way to promote inclusive education for sustainable development.

    1. How can counseling be understood in relation to inclusive education?

    2. What was experienced from the counseling task in relation to inclusion?

    Findings:

    • Means have been identified to make counseling a democratic and inclusive process.

     

    • An awareness of how to develop participants ethical values and attitudes.

       

    • Strategies for democratic communication functioned in the same way in Southern African countries as in Sweden

       

      Conclusion

    • Though an understanding of how counseling can improve inclusion was expressed, it was observed more on a rhetoric level than in practice.

    • Conflicting strategies between rhetoric and practice was observed throughout some of the discussions.

     

    References

     

    Ahlefeld Nisser, Désirée, von. (2009). Vad kommunikation vill saga – en iscensättande studie om specialpedagogers yrkesroll och kunskapande samtal. Doktorsavhandling i specialpedagogik. Universitetsservice US-AB. Stockholm: Specialpedagogiska institutionen. Stockholms Universitet.

    Habermas, Jürgen. (1995/1981). Theorie des kommunikativen Handelns. Frankfurt am Main: Suhrkamp Verlag.

    Sahlin, Birgitta. (2004). Utmaning och omtanke. En analys av handledning som en utvidgad specialpedagogisk funktion i skolan med utgångspunkt i tio pionjärers berättelser. Stockholm: HLS Förlag.

  • 4.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Consultation in Special Needs Education in Sweden and Finland: A Comparative  Approach2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Abstract

    The article compares the conditions and implementation of special education professionals’ consulting task in Sweden and Finland. The article first describes the background of the consulting teacher role and special education in Sweden and in Finland. Two different perspectives in the continuum on consultation are presented, followed by a description of how the consulting task is implemented and described in educational policy papers, and in research in the two countries. The analysis shows that while there are differences between the implementation of the consulting task in Sweden and Finland, there are also several similarities regarding the challenges faced. Differences can be understood according to traditions, education, and educational policy papers. The similarities shows that the consulting task must be clearly defined in policy documents, highlighted in education, and understood as a complex activity where both advice and reflection strategies are used. The consulting task can be more successful if the consultation is characterized by collaborative dialogues where the classroom teachers’ knowledge and the context are also taken in account.

  • 5.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Deliberative Communication as a Tool for the New Role of Special Education in Inclusive Settings2005Inngår i: 30th annual conference of ATEE Teachers and their Educators - Standards for Development, Amsterdam, 2005Konferansepaper (Annet vitenskapelig)
  • 6.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    How qualified dialogues (knowledging dialogues) in (special) education can be described and understood.2011Inngår i: NERA´s 39th Congress – Rights and Education, Jyväskylä, Finland, 2011Konferansepaper (Annet vitenskapelig)
  • 7.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    How the function of being a qualified dialogue partner is described and understood by special educational needs coordinators, special teachers and principals.2011Inngår i: The European Conference on Educational Research (ECER), Berlin, 2011Konferansepaper (Fagfellevurdert)
  • 8.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Kan kunskapsskapande samtal främja inkludering?: Erfarenheter från skolforskningsprojektet ”Stärkt läs- och skrivdidaktisk kompetens för ett breddat synsätt kring inkludering2015Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Ett forsknings- och utvecklingsprojekt har under två år genomförts med syfte att undersöka effekter av kunskapshöjande insatser inom läs- och skrivområdet hos samtalsledare (speciallärare och specialpedagoger) och lärare i förskoleklass och årskurs 1 i en kommun. Projektet har genomförts genom att (1) deltagande lärare och samtalsledare har lyssnat till fyra ämnesteoretiska föreläsningar inom området läs och skriv, (2) lärare har genomfört åtta uppdrag i den egna praktiken och som har knutit an till innehållet i föreläsningar, (3) lärare i grupp och tillsammans med en samtalsledare, efter varje genomfört uppdrag, har samtalat om dessa och slutligen genom att (4) samtalsledare deltagit i åtta gruppsamtal med andra samtalsledare och en forskare om de samtal de genomfört med lärare. Med utgångspunkt i projektets strävan att bredda synsättet kring inkludering har forskarna prövat att förena två olika perspektiv; ett teoretiskt, expertorienterat perspektiv där evidensbaserade aspekter för vad som anses främja god läs- och skrivutveckling presenterats i föreläsningar och ett praktiknära, deltagarorienterat perspektiv i det att lärare har genomfört uppdrag i klassrummet. I ett efterföljande kunskapsskapande, kollaborativt samtal, lett av en eller två samtalsledare, har de genomförda uppdragen beskrivits och analyserats med avseende på lärares lärande. Dessa samtal har i sin tur beskrivits och analyserats i samtal mellan samtalsledare och forskare men med avseende på samtalsledares lärande. Denna presentation fokuserar på den analys som är gjord på samtalen mellan samtalsledare och forskare och med ett särskilt fokus på hur ett inkluderande synsätt kommer till uttryck.

    Forskningsfrågorna har varit:

    1. Hur kan kunskapsskapande, kollaborativa samtal förstås i relation till två skilda perspektiv – ett expertorienterat och ett deltagarorienterat - och till en inkluderande skolkultur?

    2. Vilka erfarenheter har gjorts vad gäller inkludering ställt i relation till kunskapsskapande, kollaborativa samtal? 

    Resultatet visar att det är möjligt att förena olika perspektiv då deltagare ges möjlighet att tala om, problematisera och kritiskt granska teorier kopplade till lärandesituationer de själva är en del av. Resultatet visar också att synen på inkludering breddas om begreppet ställs i relation till kommunikationsteoretiska perspektiv. Det betyder att inkludering synliggörs i hur vi kollaborativt prövar handlingar, tänkande, lärandestrategier och normer.

  • 9.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Kunskapande samtal i (special)pedagogisk verksamhet2011Inngår i: Praktiknära utbildningsforskning vid Högskolan Dalarna / [ed] Bartholdsson, Åsa; Hultin, Eva, Falun: Högskolan Dalarna , 2011Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 10.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Professional collaborative consultation and its relation to an inclusive school culture – how can it be understood? Experiences from a research project.2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper the focus is on the question of how collaborative professional learning, based on theories of communication, can promote an inclusive school culture. The aim is to discuss conditions and strategies that relate collaborative professional learning to the idea of evidence based practice and to the concept of an inclusive school culture. A research project was created based on different approaches, and in some sense contradictive, perspectives; one expert driven, top-down approach, one participant driven, bottom-up approach, and one interactive, deliberative approach. The data consists of recurrent critical reflecting and analyzing (collaborative meta-consultation) in groups of special education professionals (consultants) and a researcher whose focus was on collaborative consultation, consultants recurrently held with groups of teachers. The collaborative meta-consultations were based on Habermas’ theory of communication as well as Freire’s pedagogy of liberation. An approach of qualitative content analysis has been used to analyze the data. The result shows that it is possible to unite different perspectives when professionals in schools are given the opportunity to discuss, scrutinize and critically examine theories linked to their own practice. The result also shows that if the concept of collaborative consultation has guidelines such as communication, openness, respect, sincerity, participation and acceptance, the possibilities to create an inclusive school culture increase. This means that the concept of inclusion has to embrace how professionals collaboratively and deliberatively examine their practice, strategies and values.   

    Key words: Evidence based practice, collaborative professional learning, inclusive school culture, theory of communication, qualitative content analysis.

  • 11.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning och humaniora, Pedagogik.
    SENCOs´ and Special Teachers´ different roles and mission – different ideas encounter the realities of pedagogical practices2013Inngår i: 41st Annual Congress of the Nordic Educational Research Association : Disruptions and eruptions as opportunities for transforming education: Abstract book, NFPF/NERA , 2013, s. 209-209Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to investigate and understand the roles and missions of SENCOs and Special Teachers by using the perspectives of Habermas’ linguistic philosophical role theory and Karen Barad´s theory of agential realism. The aim is also to investigate how special needs education develops when the two professions encounter the realities of pedagogical practice. What ideas do SENCOs and special teachers have about their missions? How do they handle their missions? How do the preschool/school principals experience the similarities and differences between the two professions? How can the missions be handled when the two professions encounter the reality of pedagogical practice?

    The methodology framework is based on Habermas´ theory of argumentation (Habermas, 1995/1981; Ahlefeld Nisser, 2009, 2011) while the theoretical framework used, to analyze the empirical data, is post humanistic (Lenz Taguchi, 2012). Two different scientific disciplines are brought together; (1) Habermas’ linguistic philosophical role theory (Habermas 1995/1981, p. 152 part II; 2007) and (2) Karen Barad´s theory of agential realism and intra-acitity (Barad, 2003, 2007; Lenz Taguchi, 2012, 2011)

    The findings show that there are similarities in roles and missions but that it also is possible – and necessary - to draw out differences in roles and missions in order to improve inclusion and to develop ethical values and attitudes in special education.

     

    Keywords: SENCO, special teacher, theory of argumentation, role theory, agential realism, intra-acitity

     

    References

    Ahlefeld Nisser, Désirée, von. (2009). Vad kommunikation vill saga – en iscensättande studie om specialpedagogers yrkesroll och kunskapande samtal. Doktorsavhandling i specialpedagogik. Universitetsservice US-AB. Stockholm: Specialpedagogiska institutionen. Stockholms Universitet.

    Ahlefeld Nisser, Désirée, von. (2011). Kunskapande samtal i (special)pedagogisk verksamhet. I Bartholdsson, Åsa. & Hultin, Eva (red.) (2011) Praktiknära utbildningsforskning vid Högskolan Dalarna. Nr: 2011:2. 69-88.

    Barad, Karen. (2007). Meeting the Universe Halfway – quantum physics and the entanglement of matter and meaning.Durham: Duke University Press.

    Barad, Karen. (2003). Posthumanist Performativity: Toward an Understanding of How Matters Comes to Matters. Signs: Journal of Women in Culture and Society 2003, vol. 28,no. 3: s. 801-831.

     

    Habermas, Jürgen. (1995/1981). Theorie des kommunikativen Handelns. Band 1. Frankfurt am Main: Suhrkamp Verlag.

    Habermas, Jürgen. (1995/1981). Theorie des kommunikativen Handelns.

    Band 2. Frankfurt am Main: Suhrkamp Verlag.

    Lenz Taguchi, Hillevi. (2011). Investigating Learning, Participation and Becoming in Early Childhood Practices with Relational Materialist Approach. Global Studies of Childhood. Volume 1. Number 1. 2011.36-50

    Lenz Taguchi, Hillevi. (2012). Pedagogisk dokumentation som aktiv agent. Malmö: Gleerups.

     

     

     

  • 12.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Special Education at the Stockholm Institute of Education 16062006Inngår i: 31th Annual conference of the Association for Teacher Education in Europe (ATEE), Ljubiljana, Portoroz, 2006Konferansepaper (Annet vitenskapelig)
  • 13.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Special educators as highly qualified dialogue partners in preschool and school.2010Inngår i: NERA Congress - Active Citizenship, Malmö, 2010Konferansepaper (Annet vitenskapelig)
  • 14.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Special Educators in School and Preschool Engineer Deliberativa Communication2006Inngår i: 31th Annual conference of the Association for Teacher Education in Europe (ATEE), Ljubiljana, Portoroz, 2006Konferansepaper (Annet vitenskapelig)
  • 15.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Specialpedagogers och speciallärares olika roller och uppdrag: skilda föreställningar möts och möter en pedagogisk praktik2014Inngår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 34, nr 4, s. 246-264Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Syftet med artikeln är att belysa olika föreställningar kring specialpedagogers och speciallärares roller och uppdrag samt att förstå varför denna olikhet finns. Syftet är också att problematisera  dessa föreställningar  och synliggöra dilemman som kommer till uttryck i talet om de båda yrkesgruppernas roller och uppdrag.

     Bakgrunden till studien är de skilda och ofta disparata uppfattningar som råder om vad yrkesgrupperna ska arbeta med, hur de ska genomföra sina uppdrag och varför. Konsekvenserna av detta kan leda till att uppdrag genomförs på ett sätt som inte står i överensstämmelse med styrdokumentens föreskrivna demokrati-, samhälls- och kunskapsuppdrag.

    Samtal har genomförts med specialpedagoger, speciallärare utbildade efter 2008 och rektorer. Den metodologiska ansatsen har varit kunskapande samtal. Kunskapande samtal utgår från ett kommunikationsteoretiskt perspektiv och bygger på Jürgen Habermas teori om det kommunikativa handlandet. Karen Barads teori om agentisk realism har använts för att förstå hur olika föreställningar kring roller och uppdrag uppstår, skapas och förändras i samspel med andras uppfattningar men även i samspel med exempelvis rum, texter och metoder. Olika föreställningar om roller och uppdrag belyses liksom dilemman som dessa föreställningar kan ge upphov till då yrkesrollerna möts i, och möter, en pedagogisk praktik. Resultatet visar att specialpedagoger och speciallärare behöver finnas med i det kontinuerliga arbetet ute på skolor och förskolor men att det kan betyda olika slags organisatoriska lösningar för yrkesgrupperna. En fråga som uppstår är om de specialpedagogiska yrkesgrupperna alltid och i alla sammanhang bör finns så nära barnen/eleverna som möjligt eller om det finns grund för ett mer distanserat sätt att arbeta? Författaren föreslår att svensk förskola och skola bör utnyttja det faktum att det finns två olika specialpedagogiska yrkesgrupper och särskilja deras roller och uppdrag på ett tydligt sätt. Om specialpedagogik dessutom tar avstamp i ett kommunikationsteoretiskt perspektiv skapas förutsättningar och möjligheter för barns/elevers lärande utifrån ett inkluderande synsätt.

  • 16.
    von Ahlefeld Nisser, Désirée
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Vad kommunikation vill säga: En iscensättande studie om specialpedagogers yrkesroll och kunskapande samtal2009Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [sv]

    This thesis is about the role of special educators in (pre)school and about developing democratic communication. It is based on the theory of argumentation developed by Jürgen Habermas. The aim of the study was to describe the conditions that create possibilities for deliberative communication between special educators, parents, students and colleagues in (pre)school. My overarching aim was to contribute to a more distinct description of special educators´ field of knowledge. I have used a social constructionist approach. The project has been based in the field of action research. A precondition for deliberative dialogues in (pre)schools is to start out from a communicative perspective. That means that (1) some theoretical conditions have been made apparent, (2) knowledge about these conditions have been shown to be crucial for using an aware communicative perspective in a speech act, (3) an aware communicative perspective is revealed through procedures of knowledge. These procedures were understood by and made evident to me as a result of network meeting discussions. A communicative perspective, a special educator as facilitator and procedures of knowledge are found to be crucial for collaboration using a deliberative attitude in (pre)schools. Today there is often a lack of pedagogical professionals in (pre)schools who can act as a link between authorities, organisations, professionals and parents, and who have the authority to pose challenging pedagogical questions. This can be changed if the role of special educators is, instead of teacher, defined as communicative special educators working with dialogues on different levels.

  • 17.
    von Ahlefeld Nisser, Désirée
    et al.
    Högskolan Dalarna, Akademin Utbildning och humaniora, Pedagogik.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning och humaniora, Pedagogik.
    Two Different Theoretical Approaches on how to Understand the Role of SENCOs and Special Teachers in the Swedish Educational System2012Inngår i: NFPF/NERA's 40th Congress: Everyday life, education and their transformations in a Nordic and globalized context, Department of Education (DPU), Aarhus University, Copenhagen, Denmark, 2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Two Different Theoretical Approaches on how to Understand the Role of SENCOs and Special Teachers in the Swedish Educational System.

    The aim of this paper is to investigate the roles of SENCOs and Special Teachers by using the perspectives of Habermas’ linguistic philosophical role theory and Abbott’s system of professions and the division of expert labor.

     

    Background

    Swedish special needs education has two different but similar professions – Special educational needs coordinators (SENCOs) and special teachers. Special teachers in Swedish schools have traditionally been the occupational group that worked with children in need of special support. They usually taught children individually or in small groups outside the classroom. The introduction of SENCOs, in the early 1990´s, challenged this traditional way of dealing with school difficulties where school problems often have been seen as individual deficiencies (c.f. Ainscow, 1998; Malmgren-Hansen, 2002). In 2008 the Swedish government initiated a restart of the education for special teachers with the aim to focus their work on the individual-level interaction (SFS 2008:132).

        The role of these two professions – SENCOs and the “new” special teachers - are of special interest since SENCOs often have been seen as having a pivotal role in initiating changes towards more inclusive practices (e.g. Abbot, 2007, Malmgren-Hansen, 2002) and special teachers have traditionally been seen primarily as guardians of segregated practices (Malmgren-Hansen, 2002; Ahlefeld Nisser, 2009).  

        Previous studies on the role of SENCOs (Ahlefeld Nisser, 2009; Lindqvist & Nilholm, 2011b) and on the “new” special teachers (Ahlefeld Nisser, 2011) have shown difficulties for the two professions to acquire full jurisdiction and thus challenge traditional ways of dealing with school difficulties, the deficit-perspective and segregated solutions in schools.

    Theoretical framework

    Abbott (1988) studies relations between different professions and different professions’ development over time. He sheds light on how professions control the fields of e.g. work, knowledge, clientele and actions. Abbott (1988) argues against the traditional way of describing professions as exclusive occupational groups with special, usually abstract skills that develop irrespectively of other professions and external pressure. “Professionalism has been viewed as a matter of individual choices and corporate action taken to protect or extend them” (Abbott, 1988:7). Instead, Abbott sees professionals as interdependent groups with common work. This is a matter of jurisdictional control: “Who has control of what, when and who?”

    Habermas' linguistic philosophical role theory (1995/1981, part II; 2007) deals with the relationship between a person’s social world he or she is part of, the outer world of facts and norms and the subjective world to which he/she has privileged access to. 

    Findings and relevance

    By using Habermas’ perspective the roles of SENCOs and special teachers can be understood as constructed in relation to the context in which they work, in relation to the statutes and their assignments, and in relation to their own expectations and expectations from other groups, e.g. colleagues and parents (Ahlefeld Nisser, 2009). One can assume that interests and discourses among different occupational groups play a major role in the persistence of old special educational structures. As Abbott (1988) suggests, there is a constant struggle and negotiation between different professional groups concerning who should have the control of what and who, e.g. of work, clientele and actions.

    Our research show that there are possibilities and obstacles for SENCOs and special teachers to fulfil their commitment in Swedish schools. We found that the theoretical frameworks mentioned above can be useful in understanding the roles of SENCOs and special teachers.

  • 18.
    von Ahlefeld Nisser, Désirée
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Lundgren, Mats
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Olsson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Challenges faced by national educational authorities when implementing school development: A qualitative case study about an attempt to create accessible teaching environments in a Swedish municipality’s pre-schools and schools2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Challenges faced by national educational authorities when implementing school development: A qualitative case study about an attempt to create accessible teaching environments in a Swedish municipality’s pre-schools and schools.

    1. Research topic/aim

    National school authorities regularly introduce new concepts for school development to be implemented “at a grassroots level”. This paper addresses one such school development concept implemented in a Swedish municipality. Its goal was to increase children’s’ and students’ access to learning environments in schools and pre-schools. Implementation of this pedagogical concept was to proceed over a longer period of time and be linked to systematic quality work carried out in the municipality. The purpose of this paper is to describe and discuss how the implementation process was perceived by the school administration, teachers and other personal during the time the concept was introduced and thereafter.

    2. Theoretical framework

    The point of departure for this study is how the implementation process is related to what in Sweden is referred to as chain of governance. The chain of governance is the main principal for the organizational framework that creates structure for top-down management and as such is central to describing and understanding the implementation process within this framework. Implementing educational concepts is often considered relatively unproblematic by school authorities, however there are indications that there are a number of difficulties to overcome.

    3. Methodological design

    The study is based on a qualitative case study that is limited to one preschool, one school and the project's steering group. The research design can be characterized as an ongoing evaluation project, a term that has been used more and more in recent years related to different types of development projects in order to achieve a number of advantages pertaining to evaluation, research and organizational development. A central idea of ongoing evaluation research is to increase the effectiveness of development work by providing ongoing feedback to project management, but also by contributing to systematic learning, generating new research-based knowledge as well as demonstrating alternative ways of solving problems.

    Collecting data from several sources allowed for data triangulation. The compilation and analysis of data is based on a hermeneutic interpretation related to the theoretical basis of the study. The results are based on both the managements’ and the staffs’ perspectives both of which are compared and contrasted to each other. Interest is directed at the processes that were initiated and what took place in those processes.

    4. Expected conclusions/findings

    The study is expected to show how the project's steering group acted to implement the evaluation tool, how they tried to transform the project concept into practical activities, how they informed and communicated with the staff concerned, how they organized the work and how they addressed the problems that arose along the way. This description is contrasted with how school management and staff describe what happened when the concept was applied in their organizations.

    5. Relevance to Nordic educational research

    There is a general interest in showing how centrally formulated concepts are implemented at the local level, because in many countries similar initiatives are being carried out, albeit in other areas. An increased understanding of this can contribute to increased general knowledge of implementation processes, but also in this specific case to problematize the concept of accessibility.

  • 19.
    von Ahlefeld Nisser, Désirée
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Nes, Kari
    Fasting, Rolf
    Lindqvist, Gunilla
    Ström, Kristina
    Different Understanding of Inclusion: Round Table Presentation2011Inngår i: NERA´s 39th Congress – Rights and Education, Jyväskylä, Finland, 2011Konferansepaper (Annet vitenskapelig)
  • 20.
    von Ahlefeld Nisser, Désirée
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Olsson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Förändringsprocesser i förskola och skola belyst genom ett implementeringsperspektiv2018Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 2, s. 77-94Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article presents a study carried out on two levels in a school organization – the decision-making level and the realization level – within a municipality. The purpose was to study the implementation of an educational self-assessment tool for accessible education. This article contributes to an increase in general knowledge about implementation processes, while also providing a basis for in-depth dialogues that critically review such processes. A qualitative research strategy has been used, and data was collected by way of observations, interviews and focus-group discussions. The analysis followed the procedure for a qualitative analysis process. The results show that the implementation of a new concept, aimed at achieving change in education, is a complex, unpredictable process. In this case, the implementation process appears to have been hindered as a result of the discord in the process in which the two levels found themselves. The levels involved in an implementation process need to be understood as being interconnected where events at different levels affect each other. Creating dialogues between and within the levels, in terms of both ahead of the implementation and during the time it is in progress, appears, therefore, to be essential for sustainable change.

  • 21.
    von Ahlefeld Nisser, Désirée
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Olsson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Lundgren, Mats
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Värderingsverktyg för ökad tillgänglighet i förskola och skola – möjligheter och fallgropar i praktiken.2018Rapport (Fagfellevurdert)
  • 22.
    von Ahlefeld Nisser, Désirée
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Sundqvist, Christel
    Åbo Akademi.
    Consultation in special needs education in Sweden and Finland: a comparative approach2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The paper compares the conditions and implementation of special education professionals’ consulting task in Sweden and Finland. The article first describes the background of the consulting teacher role and special education in Sweden and in Finland. Two different perspectives in the continuum on consultation are presented, followed by a description of how the consulting task is implemented and described in educational policy papers, and in research in the two countries. The analysis shows that while there are differences between the implementation of the consulting task in Sweden and Finland, there are also several similarities regarding the challenges faced. Differences can be understood according to traditions, education, and educational policy papers. The similarities shows that the consulting task must be clearly defined in policy documents, highlighted in education, and understood as a complex activity where both advice and reflection strategies are used. The consulting task can be more successful if the consultation is characterized by collaborative dialogues where the classroom teachers’ knowledge and the context are also taken in account.

  • 23.
    von Ahlefeld Nisser, Désirée
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Sundqvist, Christel
    Åbo Akademi.
    Ström, Kristina
    Åbo Akademi.
    Consultation in special needs education in Sweden and Finland: a comparative approach2014Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, nr 3, s. 297-312Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article compares the conditions and implementation of special education professionals’ consulting task in Sweden and Finland. The article first describes the background of the consulting teacher role and special education in Sweden and in Finland. Two different perspectives in the continuum on consultation are presented, followed by a description of how the consulting task is implemented and described in educational policy papers, and in research in the two countries. The analysis shows that while there are differences between the implementation of the consulting task in Sweden and Finland, there are also several similarities regarding the challenges faced. Differences can be understood according to traditions, education, and educational policy papers. The similarities shows that the consulting task must be clearly defined in policy documents, highlighted in education, and understood as a complex activity where both advice and reflection strategies are used. The consulting task can be more successful if the consultation is characterized by collaborative dialogues where the classroom teachers’ knowledge and the context are also taken in account.

1 - 23 of 23
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