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  • 1.
    Hansson, Susanne
    et al.
    Karlstads universitet.
    Bengtsson, Karin
    Karlstads universitet.
    Lindqvist, Gunilla
    Uppsala universitet.
    Klang, Nina
    Uppsala universitet.
    Göransson, Kerstin
    Karlstads universitet.
    Construction of learning environments: A multiple case study in special education settings2023Ingår i: Journal of Research in Special Educational Needs, E-ISSN 1471-3802Artikel i tidskrift (Refereegranskat)
  • 2.
    Hansson, Susanne
    et al.
    Karlstads universitet.
    Bengtsson, Karin
    Karlstads universitet.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik. Uppsala universitet.
    Elevers röster: Frågor om parallellitet och föreställningar om att få svar på det man frågar efter2023Ingår i: I väntan på inkludering: Vänbok till Kerstin Göransson / [ed] Karin Bengtsson; Åsa Olsson, Karlstad: Karlstad University Press, 2023, s. 123-136Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 3. Masoumi, D.
    et al.
    Bourbour, M.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik. University of Uppsala.
    Mapping Children’s Actions in the Scaffolding Process Using Interactive Whiteboard2023Ingår i: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study aims to examine children’s actions in relation to the preschool teacher’s scaffolding action in a context where an interactive whiteboard (IWB) is used. Over five months, 22 children aged between 4 and 6 years old, along with their five preschool teachers, were video observed. The study of these teaching moments has provided a rich seam of evidence that details the ways children act in relation to their teacher’s scaffolding. The results show that children manifest 12 distinct actions including: Giving short responses, Approaching the IWB to engage in the teaching activities; Explaining, Experimenting; Smiling and laughing; Pointing and showing; Working together; Challenging each other; Solving a problem; Using language in meaningful contexts; Expressing emotions; and Comparing the similarities and differences. By mapping children’s actions in the scaffolding process, which are often undermined or ignored in the existing research, the findings of this study have expanded and deepened our understanding of the scaffolding process and the notion of scaffolding itself. The findings, further, exemplify how just providing support can contribute to early childhood education, since early interventions, such as the ways preschool teachers scaffold children’s actions, are particularly crucial for children’s learning and development. © 2023, The Author(s).

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  • 4.
    Johansson, Anna
    et al.
    Uppsala universitet.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik.
    Klang, Nina
    Uppsala universitet.
    The Professional Role of Special Needs Educators in Sweden Related to Special Support and Development of Learning Environments for Immigrant Students2023Ingår i: Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries / [ed] Natallia Bahdanovich Hansen, Heidi Harju-Luukkainen, Christel Sundqvist, London: Routledge, 2023, 1Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter is based on a study aimed at deepening our knowledge about SNEs’ work and the development of learning environments in relation to special educational needs (SEN) and special needs education for immigrant students. The study’s result is based on a survey answered by Swedish special needs educators (SNEs). The importance of this research can, for example, be seen through statistics showing difficulties for immigrant students to qualify for upper secondary school in Sweden. The results from the study indicate that SNEs are somewhat detached from the direct work with these students. Instead, SNEs devote time to administration and supervision. Direct support is provided by tutors in the students’ mother tongue, class and subject teachers. When SNEs describe developments of learning environments for immigrant students at their schools, small groups and individual teaching for language learning appear to exist in parallel with general solutions (i.e., “one size fits all” approach). The chapter questions the extent to which the Nordic model, characterized by an ambition to create democratic learning environments, provides equal opportunities for all learners and creates inclusive schools.

  • 5.
    Dahl, Karin
    et al.
    Stockholms universitet.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik. Uppsala universitet.
    En språkverkstad för alla? Arbetsfördelning och jurisdiktion i arbetet med studenter i studiesvårigheter.2022Ingår i: Högre Utbildning, E-ISSN 2000-7558, Vol. 12, nr 1, s. 13-28Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Artikeln syftar till ökad kunskap om en grupp språkverkstadspedagogers arbete med studenter, vilka riskerar studiesvårigheter till följd av en funktionsnedsättning. Frågeställningarna rör hur språkverkstadspedagogerna uttrycker jurisdiktion och arbetsfördelning i dels handledningssamtal, dels andra arbetsuppgifter med målgruppen. Dataunderlaget utgörs av 8 intervjuer. Resultatet visar att språkverkstadspedagogerna har starkast jurisdiktion i handledningssamtalen, där kunskap om studiesvårigheter samt delvis andra metoder och förhållningssätt anges som viktiga för att kunna möta just denna studentgrupp. I övriga arbetsuppgifter söker däremot inte språkverkstadspedagogerna jurisdiktion över den specifika målgruppen. De gör i stället anspråk på ett arbete med alla studenter, och det arbetet vill de dela med universitetslärarna. Här framstår jurisdiktionen som svag, då språkverkstadspedagogerna avgränsar sitt arbets- och kunskapsområde olika och beskriver svårigheter att förhandla sin roll i relation till universitetslärarna. Detta tolkas i artikeln kunna påverka deltagandet för studenter ur den breddade rekryteringen, däribland studenter i studiesvårigheter. Slutsatser är att språkverkstadspedagoger bör ges möjlighet att utveckla en gemensam professionsidentitet, där perspektiv på och kunskap om studenters olika sätt att lära bör ingå. Vidare behöver språkverkstaden få ett samverkande uppdrag i syfte att kunna bidra till utvecklingen av en inkluderande högskolemiljö, där nya studentgruppers perspektiv kan tillvaratas och alla studenter bereds lika möjligheter. Detta ligger i linje med två viktiga mål inom högre utbildning: excellens och rättvisa.

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  • 6.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik. Uppsala universitet.
    Inkludering - ett verktyg för skolan? Dekonstruktion och (re)konstruktion av inkluderingsbegreppet med utgångspunkt i rektorers, speciallärares och specialpedagogers erfarenheter2022Ingår i: Paideia, ISSN 1904-9633, nr 24, s. 18-28Artikel i tidskrift (Refereegranskat)
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  • 7.
    Vinterek, Monika
    et al.
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogiskt arbete.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik.
    Perspektiv på skola i ett nytt utbildningslandskap: Utmaningar och möjigheter mellan teori och praktik2022 (uppl. 1:1)Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Den här boken handlar om att rusta blivande och verksamma lärare i vetenskapligt tänkande. Det innebär bland annat att förstå vad en teori är men också hur teori kan tjäna verksamma lärare och gynna den pedagogiska praktiken. Boken fokuserar på det multikulturella klassrummet och syftar till att förbereda för möten med en skola med många elever med utländsk bakgrund. Detta görs genom verksamhetsnära beskrivningar av betydelse för det som sker och kan ske i undervisningspraktiken, samt genom att sätta in dessa beskrivningar i ett teoretiskt ramverk. Därmed kan bokens kunskapsbidrag också bli en del i den progression som behövs för att studenterna ska klara det självständiga examensarbetet i utbildningens slutfas.

    Boken är tänkt att skildra vad som kan möta lärarstudenter i den verksamhetsförlagda delen av utbildningen (VFU) och som färdiga lärare. Boken kan med fördel även användas i andra kurser än VFUkurserna och den kan också ge viktiga insikter till verksamma lärare och alla som har att besluta om skola.

  • 8. Gäreskog, Petra
    et al.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik.
    Specialpedagogens roll i förskolan – förskollärares beskrivningar av arbetsfördelning, anspråk och förhandlingar2022Ingår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 19, nr 1, s. 61-81Artikel i tidskrift (Refereegranskat)
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  • 9.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik. Uppsala university.
    Specialpedagogiken bör ta ett vidgat ansvar för elever med traumatiska upplevelser av krig och kris2022Ingår i: Skola och Samhälle, E-ISSN 2001-6727Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Specialpedagogiken kan hjälpa skolan i de nya utmaningar som det innebär att ta emot många nyanlända elever med trauman i bagaget. Men då behövs såväl en utvecklad specialpedagog-utbildning, som nya fokusområden i forskning och en utökad syn på specialpedagogers uppdrag i skolan, skriver Gunilla Lindqvist (red.)

  • 10.
    Lindqvist, Henrik
    et al.
    Linköpings universitet.
    Thornberg, Robert
    Linköpings universitet.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik. Uppsala Universitet.
    Experiences of a dual system: motivation for teachers to study special education2021Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 36, nr 5, s. 743-757Artikel i tidskrift (Refereegranskat)
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  • 11.
    Bengtsson, Karin
    et al.
    Karlstads universitet.
    Hansson, Susanne
    Karlstads universitet.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik.
    Klang, Nina
    Uppsala universitet.
    Fyra klasser i grundsärskolan - olika undervisningsmiljöer2021Ingår i: Utbildning och undervisning i särskolan / [ed] Kerstin Göransson, Kristina Szönyi, Magnus Tideman, Natur och kultur, 2021, s. 59-94Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 12.
    Johansson, Anna
    et al.
    Uppsala universitet.
    Klang, Nina
    Uppsala universitet.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik. Uppsala Universitet.
    Special needs educators’ roles and work in relation to recently arrived immigrant pupils in need of special educational support2021Ingår i: Journal of Research in Special Educational Needs, E-ISSN 1471-3802, Vol. 21, nr 4, s. 355-367Artikel i tidskrift (Refereegranskat)
  • 13.
    Olsson, Maria
    et al.
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik.
    Eneflo Lindgren, Elisabeth
    Uppsala university.
    Lindqvist, Gunilla
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogik. Uppsala university.
    Teaching in Preschool - a concept in motion2021Ingår i: What contextual features shape and enable the success of a pedagogic approach, e.g. teacher education, professionalism, leadership, curriculum subject, resources, culture?: Professionalism and Pedagogues / Educators Role, 2021Konferensbidrag (Refereegranskat)
    Abstract [en]

    The purpose of the study was to develop knowledge about how preschool teachers give different meanings to teaching in preschool. In Swedish preschools, teaching has been traditionally downplayed, favoring the more holistic approach called Educare (Eidevald & Engdahl, 2018). Studies indicate that preschool teachers view the concept of teaching as controversial in a preschool context (Hammer, 2012; Sæbbe & Pramling Samuelsson, 2017; Vallberg Roth, 2018). Theoretically, teaching relates to different logics of responsibility of preschool teachers in terms of professional responsibility and accountability (Englund & Solbrekke, 2015). The conceptual framework also relates to Abbott’s (1988) reasoning on the jurisdictional control of preschool teachers. Additionally, the concept of ideological dilemmas (Billig, et al., 1996) is used. This study was carried out during 2017–2020 and was conducted as a research circle, within the tradition of participatory action research (Holmstrand & Härnsten, 2003). Ten meetings were held with fifteen preschool teachers. The analysis followed the procedure for a qualitative content analysis (Graneheim & Lundman, 2004). A consent form and information sheet was provided to all participants. They had the opportunity to withdraw from the study at any time. The participants were anonymised. The results highlight several ideological dilemmas e.g. tensions between the management of preschool teachers towards predefined and national goals and what occurs in the moment, in the interactions between teachers and children in the local context. There are implications both for preschool practice and preschool teacher education since the voices of preschool teachers are in focus in this study.

  • 14.
    Klang, Nina
    et al.
    Uppsala universitet.
    Olsson, Ingrid
    Uppsala universitet.
    Wilder, Jenny
    Stockholms universitet.
    Lindqvist, Gunilla
    Uppsala universitet.
    Fohlin, Niclas
    Association of Cooperative Learning for Teachers, Stockholm.
    Nilholm, Claes
    Uppsala universitet.
    A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms2020Ingår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 11, artikel-id 586489Artikel i tidskrift (Refereegranskat)
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  • 15.
    Jortveit, Maryann
    et al.
    Univerity of Agder.
    Tveit, Anne Dorthe
    University of Agder.
    Cameron, David Lansing
    University of Agder.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    A Comparative Study of Norwegian and Swedish Special Educators’ Beliefs and Practices2020Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 35, nr 3, s. 350-365Artikel i tidskrift (Refereegranskat)
  • 16.
    Bourbour, Maryam
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Örebro University.
    Högberg, Sören
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. University of Uppsala.
    Putting Scaffolding Into Action: Preschool Teachers’ Actions Using Interactive Whiteboard2020Ingår i: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 48, nr 1, s. 79-92Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study aimed to explore preschool teachers’ actions in order to support children’s learning processes in a context where an interactive whiteboard (IWB) is used. Five preschool teachers and 22 children aged 4–6 were video observed in 2017 and early spring 2018 over a period of 5 months. The findings of the study revealed 21 scaffolding actions which preschool teachers used including: Concretizing, Questioning, Instructing, Providing space, Affirming, Providing feedback, Inviting, Watching, Laughing together, Approaching, Standing/sitting beside, Simplifying, Filling in the blanks, Confirming, Participating, Challenging perception, Challenging thought, Explaining facts, Displaying, Explaining solutions, and Referring back. By characterizing teachers’ actions in relation to different scaffolding functions, the relationship between action and scaffolding function was particularly clarified. Six of the functions, including recruitment, direction maintenance, marking critical features, reduction in degrees of freedom, frustration control and demonstration were aligned with Wood et al.’s (Child Psychol Psychiatry 17:88–100, 1976) theoretical framework. By identifying two additional functions, i.e., mutual enjoyment and participation in the activity, more importantly the study contributed to the development of Wood et al.’s (Child Psychol Psychiatry 17:88–100, 1976) theoretical framework. It can be said that the findings of the study expanded and deepened our understanding regarding scaffolding processes and the ways they can be implemented in teaching practices.

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  • 17.
    Göransson, Kerstin
    et al.
    Karlstad University.
    Bengtsson, Karin
    Karlstad University.
    Hansson, Susanne
    Karlstad University.
    Klang, Nina
    Uppsala University.
    Lindqvist, Gunilla
    Uppsala University.
    Nilholm, Claes
    Uppsala University.
    Segregated Education as a Challenge to Inclusive Processes: A Total Population Study of Swedish Teachers’ Views on Education for Pupils with Intellectual Disability2020Ingår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Artikel i tidskrift (Refereegranskat)
  • 18.
    Olsson, Maria
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Lindgren Eneflo, Elisabeth
    Uppsala universitet.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    Undervisning i förskolan - en företeelse i rörelse2020Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 25, nr 4, s. 30-56Artikel i tidskrift (Refereegranskat)
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  • 19.
    Gäreskog, Petra
    et al.
    Uppsala universitet.
    Lindqvist, Gunilla
    Uppsala universitet.
    Working from a distance? A study of Special Educational Needs Coordinators in Swedish preschools2020Ingår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 40, nr 1, s. 55-77Artikel i tidskrift (Refereegranskat)
  • 20.
    Sandström, Margareta
    et al.
    Mälardalens Högskola.
    Klang, Nina
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Lindqvist, Gunilla
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Bureaucracies in schools - approaches to support measures in Swedish schools seen in the light of Skrtic’s theories2019Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 1, s. 89-104Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden, policy changes for provision of special support have been introduced, implying that teachers are obliged to provide and evaluate extra adaptations in regular classrooms prior to referring pupils to special support. The policy changes raise questions about school staffs’ views of support measures and of necessary professional competence for provision of the support measures. We conducted focus group interviews with 60 school staff representatives—headmasters, general education teachers, and special educators/school welfare teams—about their understandings of the new policy. The data were analyzed qualitatively, with the objective to explore school staffs’ approaches to the policy changes. Two main “ideal type approaches” were discerned, using Skrtic’s theories, viz. the bureaucracy approach and adhocracy approach. In the light of Skrtic’s theory, professionals’ reasoning about the new policy may reflect difficulties that are encountered in the process of implementing the policy in bureaucracy-steered schools.

  • 21.
    Magnússon, Gunnlaugur
    et al.
    Uppsala universitet.
    Göransson, Kerstin
    Karlstads universitet.
    Lindqvist, Gunilla
    Uppsala universitet.
    Contextualising inclusive education in education policy: the case of Sweden2019Ingår i: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 5, nr 2, s. 67-77Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we regard inclusive education as a policy phenomenon that contains a range of ideas about the purpose of education, the content of education and the organization of education. As a political ideal expressed in policy, inclusive education competes with other political ideals regarding education, for instance economic discourses that prioritize effectivity and attainment as educational goals. Thus, inclusive education has to be realized in contexts where available options for action are restricted by several and often contradictory educational policies on different levels of the education system. We argue that while research and debate about inclusive education are important, both are insufficient without analyses of the context of national educational policy. Any interpretation of inclusive education is necessarily situated in a general education policy, and measures of what ‘inclusive schools’ are dependent upon for instance, political interpretation(s) of inclusive education, resource allocation and political discourse on both local and national educational level. Here, we will provide support for this argument through presentation of both research on inclusive education, an alignment of prior analyses of Swedish national education policies and our own analyses of government statements.

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  • 22.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    God inkluderande lärmiljö: Rapport från en forskningscirkel genomförd mars 2017 – mars 20192019Rapport (Övrigt vetenskapligt)
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  • 23.
    Klang, Nina
    et al.
    Uppsala University.
    Göransson, Kerstin
    University of Karlstad.
    Lindqvist, Gunilla
    Uppsala University.
    Nilholm, Claes
    Uppsala University.
    Hansson, Susanne
    University of Karlstad.
    Bengtsson, Karin
    University of Karlstad.
    Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings2019Ingår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, s. 1-16Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N = 254) and special educational settings (N = 392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers? in the two settings devoted approximately similar amount of time to learner- centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils? performance but lower focus on supporting pupils? social participation. Support of pupils? social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil?s social participation in mainstream settings.

  • 24. Enoksson, Helen
    et al.
    Lidar, Malena
    Uppsala universitet.
    Ungewitter, Annika
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Almqvist, Jonas
    Uppsala universitet.
    Studier i en främmande skolkultur2019Ingår i: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin, Jonas Almqvist, Lisbeth Gyllander Torkildsen, Karim Hamza, Lund: Studentlitteratur AB, 2019, s. 49-65Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 25.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Vinterek, Monika
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    The world moves in to the Everyday school2019Konferensbidrag (Refereegranskat)
  • 26.
    Cameron, David Lansing
    et al.
    University of Agder.
    Tveit, Anne Dorthe
    University of Agder.
    Jortveit, Maryann
    University of Agder.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    Göransson, Kerstin
    Karlstads universitet.
    Nilholm, Claes
    Uppsala universitet.
    A comparative study of special educator preparation in Norway and Sweden2018Ingår i: British Journal of Special Education, ISSN 0952-3383, E-ISSN 1467-8578, Vol. 45, nr 3, s. 256-276Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils’ social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context.

  • 27.
    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, Pedagogik.
    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 schools2018Konferensbidrag (Refereegranskat)
    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.

  • 28. Göransson, Kerstin
    et al.
    Lindqvist, Gunilla
    Uppsala universitet.
    Klang, Nina
    Magnússon, Gunnlaugur
    Almqvist, Lena
    Professionalism, governance and inclusive education – A total population study of Swedish special needs educators2018Ingår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, s. 1-16Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 29.
    von Ahlefeld Nisser, Désirée
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Olsson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    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 (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 30.
    Göransson, Kerstin
    et al.
    Karlstad universitet.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    Möllås, Gunvie
    Jönköping university.
    Almqvist, Lena
    Mälardalen university.
    Nilholm, Claes
    Uppsala university.
    Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden2017Ingår i: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, Vol. 69, nr 4, s. 490-505Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Special needs educators and their counterparts are expected to play a significant role in schools’ work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, special needs educators (SNEs) with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this paper are to investigate the occurrence of SNEs and SuTs within the compulsory school system in ten municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in ten municipalities (n=511, response rate 61.6%). Main results indicate that: a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; and d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a ‘traditional special-education teacher’. Results are discussed in relation to Skrtic’s (1991, 1995) theoretical accounts of inclusive education and Abbott’s (1988) notion of jurisdictional control.

  • 31.
    Sandström, Margareta
    et al.
    Mälardalens högskola.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Klang, Nina
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    På spaning efter "Superläraren" - om synen på stödinsatser i skolan i relation till visionen om ökad inkludering2017Ingår i: Barn och Unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalen University , 2017, s. 178-199Kapitel i bok, del av antologi (Refereegranskat)
  • 32.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    Klang, Nina
    Uppsala universitet.
    Göransson, Kerstin
    Karlstads universitet.
    Special Professions?: A Presentation of a Research Project Concerning Special Educators´ Education and Work in Sweden2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Proposal information

    The purpose of this paper presentation is to provide overall findings generated from a research project funded by the Swedish Research Council concerning special educators’ education and work. The role of special educators, and their counterparts, is discussed in relation to implications for the development of inclusive education. The overarching research question concerns how special educators identify and shape their occupational role. More specifically the research questions presented below are:

    1. According to special educators, what characterizes the professional knowledge and values they claim that they represent? (Study 1)

    2.  What tasks do special educators consider to be characteristic of their occupational role, as practiced by them? (Study 1)

    3.  On what grounds can special educators claim special expertise concerning the identification of, and work with, school difficulties? (Study 1)

    4. To what extent are special educators and to what extent are support teachers assigned to work with special support in ten municipalities in Sweden? (Study 2)

    5. What work tasks characterize/constitute the occupational role of special educators, and what work tasks characterize/constitute the occupational role of support teachers? (Study 2)

    6. What work tasks do special educators and what work tasks do support teachers believe should characterize the two occupational roles? (Study 2)

    7. What characterizes the work tasks of six special educators who pursue a typical special educator role according to their survey ratings? (Study 3)

    8. What characterizes the contexts in which the six special educators enact their professional roles? (Study 3)

      Our theoretical point of departure is Skrtic’s (1991, 1995) reasoning concerning special education as a parallel system to regular education, which in turn, counteracts the development of inclusion. We also use Abbott’s (1988) notions of division of labor and jurisdictional control in order to better understand the formation of special educators’ role as well as conditions for special educators to develop inclusive practices. In study two, Skrtic’s (1991, 1995) theoretical accounts of inclusive education, and Abbott’s (1988) notion of jurisdictional control is specifically used to gain further understanding about the formation of special educators’ and support teachers’ role in relation to implications for inclusion.  In study 3, a typology of school contexts (Ball et al., 2012) is used to describe the complex local contexts in which special educators enact their professional roles.

      From an international viewpoint, this research project is of value for several reasons. Firstly, it involves large-scale data collections. While it has long since been common to use questionnaires in special needs research in order to study the views of different occupational groups, mostly teachers, it is still uncommon to study large samples of groups that are influential in special needs work (Göransson et al., 2015). Secondly, the education of special educators in Sweden is from an international perspective not at all typical. In Sweden a special educator has to study one and a half years (advanced level) following a degree in teaching in order to get a degree as a special educator. Thus, Swedish special educators have received comparatively more education than their counterparts in most other European countries (Göransson et al., submitted). This is of special interest since, thirdly, Sweden is still considered to have one of the most ‘inclusive’ educational systems in the world (OECD, 2011).

      Methods

      The project consists of three separate, yet linking studies. The first study is a questionnaire study which investigates all special educators in Sweden who were examined in the years and in accordance with the Swedish Examination Acts of 2001, 2007 and 2008 (N= 4252, 75% response rate). Thus, the first study is a total-population study of special educators in Sweden. The second study is a questionnaire study as well. It was distributed to all special educators and support teachers in ten municipalities (n=511, 61.6% response rate). Both questionnaires were distributed in 2012. Descriptive statistics are mostly used in the presentation of the data from the two questionnaires, since whole populations were studied. In questionnaire # 2, two independent samples t-tests were also used when data was analyzed. In study 3, case-study methodology (Merriam, 1992) was used to illustrate the complexity of enactment of special educator roles in local school contexts. Through purposive sampling, six participants were chosen from study 2 to represent typical special educators. Following criteria were used: (a) reported tasks corresponded to examination statutes (b) participants reported that they could influence the work at school. Within each case, data were collected using participant observations, diary recordings, and interviews with special educators, headmasters and teachers. Data analysis within and across cases was conducted to discern special educator roles and tasks as well as the contexts in which the roles were enacted.

      Conclusions

      According to the first study, special educators display a relational perspective on school difficulties. Regarding the mission of education they seem to represent what might be called an ‘equity discourse’ (cf. Englund and Quennerstedt, 2008), which is quite contradictory to the current education agenda, focusing excellence, increased goal attainment and accountability (Göransson et al., 2013). Special educators believe that they are well prepared to work with some tasks, such as counseling, leading development work and teaching children/pupils individually or in groups. Concurrently, there are tasks that they are educated for (e.g. school-development work), which they seldom practice. We discuss special educators’ authority to claim special expertise in relation to certain kinds of work, clients and knowledge (Abbott, 1988). Results from the second study indicate that there are wide variations between municipalities regarding to what extent special educators or support teachers work with special support. The characteristics of the occupational role of special educators are more in line with inclusive practices than the role of support teachers. Moreover, special educators consider that support teachers should work more as ‘traditional special teachers’, than do the support teachers themselves. In study 3, six categories of work tasks were discerned: teaching, social relational work, assessment, informing and following up, supporting and providing materials, school-development, and practical chores. The time devoted to these tasks varied among the six special educators. Related to Abbott’s concept of professional jurisdiction, it can be questioned whether the tasks the special educators as a group claim control over are unique to the profession. While teaching and assessment are typical across all cases, special educators’ conceptions of school-development tasks are quite different. How the role is enacted is also related to local school contexts (Ball et al., 2012), as situated school contexts, the material contexts and values and experiences of staff.

      References

    Abbott, A. (1988). The System of Professions. An Essay on the Division of Expert Labor. Chicago: University of Chicago.

    Ball, S. J., Maguire, M., & Braun, A. 1. (2012). How schools do policy: Policy enactments in secondary schools. London: Routledge.

    Englund, T. & Qennerstedt, A. (2008). Vadå likvärdighet? – studier i utbildningspolitisk språkbildning. [What Equivalence? - Studies in Education policy language education]. Gothenburg: Daidalos.

    Göransson, K., Lindqvist, G. & Nilholm, C. (2015) Voices of Special-educators in Sweden. A Total-population Study. Educational Research, 57, 287-304.

    Göransson, K., Lindqvist, G., Möllås, G., Almqvist, L. & Nilholm, C. (submitted) Ideas about occupational roles and inclusive practices among Special Needs Educators and Support Teachers in Sweden. Educational Review.

    Göransson, K., Malmqvist, J. and Nilholm, C. (2013). Local school ideologies and inclusion: the case of Swedish independent schools. European Journal of Special Needs Education. 28 (1), 49-63.

    Merriam, S.B. (1992). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.

    Organisation for Economic Co-operation and Development (OECD). (2011). Social justice in the OECD: How do the member states compare? Sustainable Governance Indicators 2011. Gütersloh, Germany: Bertelsmann Stiftung.

    Skrtic, T. M. (1991). Behind special education.  A critical analysis of professional culture and school organization. Denver, CO: Love Publishing Company.

    Skrtic, T. M. (1995). Deconstructing/Reconstructing public education: Social reconstruction in the postmodern era. In T. M. Skrtic (Ed.), Disability and democracy: reconstructing (special) education in postmodernity, (233-273). New York, NY: Teachers College Press.

  • 33.
    Vinterek, Monika
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Umeå universitet.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    Fredriksson, Karolina (Författare till förord, introducerande material, etc.)
    Skolverket.
    Att utmana och stimulera barns lärande och utveckling i förskolan: En observationsstudie i fem förskolor2015Rapport (Övrigt vetenskapligt)
  • 34.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala Universitet.
    Göransson, Kerstin
    Mälardalens Högskola.
    Nilholm, Claes
    Malmö Högskola.
    Special educators in Sweden: descriptions of their education and work2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    The purpose of this paper presentation is to provide an overview of special educators’ work in Sweden. The paper investigates special educational needs coordinators’ (SENCOs’) and special-education teachers’ perceptions of their occupational role, of their preparedness for the role and of how their role is practised. The paper also illuminates questions about special educators’ knowledge and values as well as the grounds for the occupational groups to claim special expertise related to the identification of and work with school difficulties. A questionnaire was sent out in 2012 to all special educators in Sweden who were examined in the years and in accordance with the Swedish Examination Acts of 2001, 2007 and 2008 (N= 4252, 75% response rate). The study is unique in terms of three aspects. Firstly, it is unique due to the large-scale data collection. Secondly, the education of special educators in Sweden is in an international perspective unique. Swedish special educators have to study one and a half years (advanced level) following a degree in teaching in order to get a degree as a SENCO or a special-education teacher and thirdly, the Swedish school system has been long renowned for its ambition to be a school for all, i.e. for its inclusive tendencies. Thus, special educators have supposedly played an important part in this effort for a more inclusive school system. According to the results, special educators state that they are well prepared to work with some tasks, such as counseling, leading development work and teaching children/pupils individually or in groups. Concurrently, there are tasks that the groups are educated for (e.g. school-development work), which they seldom practise in their daily work. Primarily using Abbott’s (1988) reasoning concerning jurisdictional control, we discuss SENCOs’ and special-education teachers’ authority to claim special expertise in relation to certain kinds of work, clients and knowledge and thus, their chances of gaining full jurisdictional control in the field of special education. This study is part of a research project called Special professions? – A project about special-education teachers’ and special educational needs coordinators’ education and work and is funded by the Swedish Research Council.

  • 35.
    Kerstin, Göransson
    et al.
    Mälardalens Högskola.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala Universitet.
    Klang, Nina
    Mälardalens högskola.
    Magnússon, Gunnlaugur
    Mälardalens Högskola.
    Nilholm, Claes
    Malmö Högskola.
    Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning: en enkätstudie2015Rapport (Övrigt vetenskapligt)
  • 36.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala Universitet.
    Rodell, Annica
    Stöd och anpassningar: Att organisera särskilda insatser2015 (uppl. 1.1)Bok (Övrig (populärvetenskap, debatt, mm))
  • 37.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    Nilholm, Claes
    Uppsala universitet.
    Voices of special educators in Sweden: a total-population study2015Ingår i: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 57, nr 3, s. 287-304Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: There are two occupational groups in Sweden that are expected to have

    significant impact on educational work related to children in need of special support.

    These two groups are special educational needs coordinators (SENCOs) and special

    education teachers. In this paper, we use the collective name ‘special educators’ to

    refer to both groups. Special educators are expected to have specific knowledge

    regarding the identification of, and work with, school difficulties. However, there is

    noticeably little research concerning these occupational groups. This study was

    undertaken in order to further our knowledge about special educators’ work.

    Purpose: The overall purpose of the present paper is to provide a first overview of

    special educators’ work. The paper investigates these special educators’ perceptions

    of their occupational role, of their preparedness for the role and of how their role is

    practised. The paper also illuminates questions about SENCOs’ and special education

    teachers’ knowledge and values as well as the grounds for the occupational groups

    to claim special expertise related to the identification of, and work with, school difficulties.

    Design and method: A questionnaire was sent out in 2012 to all SENCOs and special

    education teachers in Sweden who received their degree from 2001 onwards and

    in accordance with the Swedish examination acts of 2001, 2007 and 2008

    (N = 4252, 75% response rate).

    Results: According to the results, special educators state that they are well prepared

    to work with some tasks, such as counselling, leading development work and teaching

    children/pupils individually or in groups. Concurrently, there are tasks that the

    groups are educated for (e.g. school-development work), which they seldom practise

    in their daily work.

    Conclusions: Primarily using reasoning concerning jurisdictional control, we discuss

    SENCOs’ and special education teachers’ authority to claim special expertise in relation

    to certain kinds of work, clients and knowledge and thus, their chances of gaining

    full jurisdictional control in the field of special education.

  • 38.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala Universitet.
    Vinterek, Monika
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Åskådliggörande av sätt att arbeta med olika lärandeområden i förskolan2015Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Presentationen tar sin utgångspunkt i en pilotstudie som genomfördes på en förskola i en medelstor stad i Sverige. Syftet var att med hjälp av observationer undersöka hur man i förskolan arbetar med att skapa lust och motivation samt förutsättningar för barns lärande inom kunskapsområdena: kreativitet, självuppfattning, ansvar och genomförande, tänkande och analys, kommunikation och sociala relationer samt empati. Syftet var även att undersöka möjligheten att genom observationer kunna fånga arbetet med ovan nämnda områden. I studien ingick tre förskollärare och en barnskötare som arbetade på en avdelning med 18 barn i åldrarna 3-4 år. Datainsamlingen har främst skett genom observationer under sammanlagt 10 dagar (60 timmar). Pedagogernas handlingar har registrerats genom inspelningar med diktafon samt fältanteckningar som sedan transkriberats och analyserats utifrån en hermeneutisk ansats. Intervjuer har genomförts med pedagogerna efter de tio observationsdagarna. Resultaten tyder på att det är möjligt att genom observationer fånga hur pedagoger arbetar för att skapa förutsättningar för barns lärande inom de studerade kunskapsområdena samt hur man arbetar för att skapa lust och motivation hos barnen. Vi har kategoriserat hur vi tolkar att pedagogerna gör för att skapa dessa förutsättningar: 1) ”Genom att pedagogen gör något” med underkategorierna: Förstärkande, Tillåtande, Avvaktande, Upplysande, Rolltagande, Förklarande, Konkretiserande och Närande, och 2) ”Genom att pedagogen uppmuntrar eller uppmanar barnet att göra något” med underkategorierna: Erinrande, Undersökande, Prövande, Hypotesskapande, Erfarande och Problematiserande. Ett åskådliggörande och begreppsläggande av sätt att arbeta antas kunna öka pedagogernas möjligheter att bredda sin handlingsrepertoar.

  • 39.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Department of Learning and Communication, Jönköping University, Jönköping, Sweden.
    Nilholm, Claes
    Malmö University.
    Promoting inclusion?: "Inclusive" and effective head teachers´descriptions of their work2014Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, nr 1, s. 74-90Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of the reported interview study from Sweden is to contribute to our understanding of how head teachers can promote inclusive practices. Five head teachers were selected from a larger sample of head teachers working in compulsory schools (6–16) according to specific criteria in order to obtain head teachers who work effectively and express inclusive values relative to a relational perspective. The interviews were semi-structured, and a thematic analysis was performed. Head teachers’ strategies were in focus. The theoretical point of departure is critical pragmatism. Overall the five head teachers reported similar strategies. The head teachers describe the importance of educational leadership through observation and participation in activities in the classrooms. They advocate flexibility in the solutions provided for students in need of special support preferring solutions carried out in the regular classroom by the class/subject teacher. Head teachers see special educational needs coordinators (SENCOs) as important partners in their work towards more inclusive practices. Head teachers express the importance of consensus among their staff. They seem to welcome government’s increasing demands and steering concerning how head teachers should manage their schools. Finally, it is discussed whether the head teachers can be said to work ‘inclusively’ and, more generally, the methodological challenges researchers must confront in studies concerning ‘inclusive’ education.

  • 40.
    Cameron, David Lansing
    et al.
    University of Agder, Norway.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    School district administrators’ perspectives on the professional activities and influence of special educators in Norway and Sweden2014Ingår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 18, nr 7, s. 669-685Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study is to investigate school district administrators’ perspectives concerning the professional activities and influence of special educators in Norway (n=266) and Sweden (n=290). We examine three themes drawn from a survey of practices and policies in each country: (a) the organisational arrangements in which special educators work, (b) perceived changes in special educators’ activities, and (c) ratings of special educators’ influence on the content of instruction and the availability of resources for children with special needs. Findings suggest that special educators frequently work in teams, function largely as advisors, and spend less time working with individual students than in previous years. There appears to be a more pronounced increase in special educators’ time devoted to advising and documentation in Sweden than in Norway. Swedish special educators were also more frequently described as working in multidisciplinary teams. Participants in both countries rated the influence of special educators significantly higher than that of parents and teachers on the availability and distribution of resources; and significantly higher than politicians, public officials, teachers, and parents with regard to influence over the content of instruction. We discuss these findings in relation to the goals and development of inclusive education in Scandinavia.

  • 41.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    Göransson, Kerstin
    Mälardalens Högskola.
    Nilholm, Claes
    Malmö Högskola.
    Möllås, Gunvie
    Högskolan för lärnade och kommunikation, Högskolan i Jönköping.
    Cameron, David Lansing
    Universitet i Agder, Norge.
    Hannus-Gullmets, Britta
    Åbo Akademi, Finland.
    Special professions?: The role of special educators in the Nordic countries2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    Special educators play a central role in schools´ work in relation to special educational needs. They represent, and are expected to represent, specific ways to identify and work with problematic school situations. Despite their important position, very little is known about what constitutes their professional role with regard to knowledge base, professional activities, legitimacy and status within the educational system. Little is also known about the conditions for developing a professional role, for example in relation to state and local policies.

    The purpose of this round table session is twofold: a) to discuss the role of special educators in Sweden, Finland, Norway and Denmark and conditions for developing a shared understanding of the professional role within each country as well as between the countries; b) to discuss possibilities for joint, comparative studies within the field.

    Theoretical points of departure that will guide our discussions are: a) different perspectives on special needs education, the deficit or compensatory perspective (e.g. Ainscow, 1998; Haug, 1998), the relational perspective (e.g. Clark, Dyson & Millward, 1998; Persson, 1998; Skrtic, 1991) and the interactive perspective (Ainscow, 1998); b) different perspectives on professions, the knowledge base, the every-day practice of the profession, legitimacy and status (c.f. Collin, 1990; Gross, 1958; Torstendahl, 1990).

    Empirical points of departure will be preliminary results from three Swedish surveys: one total population survey of special pedagogues and special teachers examined between the years 2003-2011(N=4 252, response rate 75,0%) and one Swedish survey of all teachers working as special educators, resource teachers etc. (N=511, response rate 62,5%), in a sample of municipalities and one survey to all teaching staff and support staff in one municipality (N=1297, response rate 72,5%).

  • 42.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Vinterek, Monika
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Visualization of Ways to Work with Different Learning Areas in Preeschool2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of the study

    The aim was to investigate the intentional work of one preschool to create conditions for learning within seven fields 1) Joy and motivation to learn 2) Creativity 3) Self-perception 4) Responsibility and implementation 5) Thinking and analysis 6) Communication and social relations and finally 7) Empathy.

    Relationship to previous research works

    Prior research suggests that knowledge on e.g. how to take responsibility and how to collaborate has important implications for what happens later on in life. Interventions at an early age are more meaningful than later efforts (Ruhm & Waldfogel, 2012). This makes it particularly important to understand how work with this type of knowledge is conducted and promoted in preschool.

    Theoretical and conceptual framework

    This pilot-study is part of a larger research project initiated by the Swedish National Agency for Education. The seven learning areas in focus in this study are based on learning goals formulated in the Swedish curriculum. It is primarily an empirical study using a hermeneutic approach.

    Paradigm, Methodology and Methods

    Three preschool teachers and one childcare worker were observed during ten days. The learning environment and interactions between adults and children were registered. Follow-up interviews were also performed. 

    Ethical considerations

    All participants involved in the study (i.e. preschool managers, preschool personnel, legal guardians) were informed about the study and gave their written consent.

    Main findings

    Results reveal that it is possible to observe how preschool personnel work to create conditions for learning within the seven fields. 

    Implications for practice and/or policy

    A visualization of ways to work with the areas focused is assumed to increase teachers' intentional conduct and be useful in developing educational practice.

  • 43.
    Vinterek, Monika
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Umeå universitet.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    Visualization of Ways to Work with Different Learning Areas in Preschool – A Pilot Study2014Konferensbidrag (Övrigt vetenskapligt)
  • 44.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning och humaniora, Pedagogik.
    Arbete med barn i behov av särskilt stöd sett ur kommunalt perspektiv2013Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Olika yrkesgruppers syn på arbetet kring barn i behov av särskilt stöd i förskola och skola

    Presentationen tar sin utgångspunkt i en avhandling som behandlar hur pedagogisk personal och rektorer i en kommun ser på sitt arbete kring barn i behov av särskilt stöd (ex. varför barn är i behov av särskilt stöd, hur de ser på medicinsk diagnos och hur de menar att specialpedagogen ska arbeta). Den teoretiska utgångspunkten är ett sociokulturellt perspektiv. Från ett sådant perspektiv har skolpraktiker olika spatio‐temporala karaktäristika vilka är situerade i specifika sociokulturella miljöer. Studien tar även avstamp i kritisk pragmatism. Perspektivet används i studien för att studera och belysa komplexa fenomen utifrån olika aspekter. Studien består av fyra delstudier, presenterade i fyra artiklar. I delstudie 1 skickades 2008/2009 en enkät ut till all personal (N=1297) i förskola och skola (72,5 % svarsfrekvens). I delstudien 2 svarade samtliga 45 rektorer i kommunen på en webenkät. Den tredje delstudien beskriver olika yrkesgruppers syn på specialpedagogens roll och arbete. Den fjärde studien är en intervjustudie som presenterar fem grundskolerektorers beskrivningar av sitt arbete med elever och personal. Resultaten visar att det finns både likheter och skillnader mellan de olika yrkesgrupperna. Den största likheten finns i synen på varför barn är i behov av särskilt stöd. De flesta menar att orsaken är barnets individuella brister. Hälften av all pedagogisk personal svarade också att en medicinsk diagnos bör ha betydelse för att barn ska erhålla stöd. Skillnader mellan yrkesgrupperna blir exempelvis särskilt tydliga när de svarar på frågor kring specialpedagogens roll och arbetsuppgifter.

  • 45.
    Nilholm, Claes
    et al.
    Department of Education, Jönköping University.
    Almqvist, Lena
    CHILD, School of Sustainable Development of Society and Technology, Sweden.
    Göransson, Kerstin
    School of Education, Culture and Communication, Mälardalen University, Sweden.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Uppsala universitet.
    Is it possible to get away from disability-based classifications in education?: An empirical investigation of the Swedish system2013Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 15, nr 4, s. 379-391Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Disability classifications is given a minor role in the Swedish national policy on special needs in schools. In the present study questionnaires are used to investigate the actual importance of medical diagnosis in obtaining special support as well as attitudes towards such practices. The study involves different levels of the educational system as well as different occupational groups within compulsory schooling and preschool. The results show that: 1) disability-based categories are seen as less needed in practice by chief education officers than by principals; 2) disability-based classifications have stronger support among school staff than in the guiding documents and among principals and chief education officers; 3) a disability-based approach has stronger support at the compulsory school level than at the preschool level; 4) the group most in favour of disability-based classifications is teachers and those most against are chief education officers, principals and SENCOs.

  • 46.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Nilholm, Claes
    Making schools inclusive?: Educational leaders´views on how to work with children in need of special support2013Ingår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 17, nr 1, s. 95-110Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Educational leaders have a comprehensive responsibility for how preschools and schools work with children in need of special educational support. The aim of this research is to study how educational leaders (a) explain why children have problems in schools, (b) consider how preschools/schools should help children in need of special support and (c) the role they believe that Special Educational Needs Coordinators (SENCOs) should have in such work. Educational leaders (N = 45) working in preschools and regular compulsory schools in a Swedish municipality responded (100%) to a questionnaire. According to the results of this study, this group seems to view difficulties in schools as being caused primarily by individual shortcomings. Educational leaders often advocate solutions that are closely linked to the work of special educators. The educational leaders believe SENCOs should work with supervising staff and focus on documentation and evaluations. Preschool leaders attribute children's need of special support to teachers more often than their colleagues in compulsory schools.

  • 47.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    SENCOs: Vanguards or in vain?2013Ingår i: Journal of Research in Special Educational Needs, E-ISSN 1471-3802, Vol. 13, nr 3, s. 198-207Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden today, special educational needs coordinators (SENCOs) are educated at universities to help resolve educational problems related to children in need of special support at three levels, i.e. the organizational level, the classroom level and the individual level. Before the education of SENCOs was created, in the early 1990´s, special teachers were the occupational group that worked primarily on an individual level. Children’s school problems were then seen as individual deficits. SENCOs can be seen as vanguards in changing an educational system from primarily focusing on an individual perspective to a broader focus on the entire learning environment.  How has the occupational role of SENCOs affected schools? The overall aim of this study is to investigate possible changes within a school system when the introduction of a new occupational group, SENCOs, challenges established structures. More specifically, this paper studies how different occupational groups view where, and in what ways, SENCOs work and should work. Three different questionnaires are the basis of this analysis of SENCOs´ present situation within the Swedish educational system. A number of interesting findings were detected in this study. For example, several occupational groups respond that SENCOs should work with individually taught special education. Meanwhile, a pattern emerges in which SENCOs seem to have partly established a new work role. However, little is known about how these changes affect children in need of special support. 

  • 48.
    Nilholm, Claes
    et al.
    Malmö University.
    Almqvist, Lena
    Mälardalen University.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik. Jönköping University.
    What is the problem?: explanations of school difficulties by eight occupational groups2013Ingår i: International Journal of Special Education, ISSN 0827-3383, E-ISSN 1917-7844, Vol. 28, nr 1, s. 161-171Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Data from four different questionnaires are analyzed.  Explanations of school problems are compared for chief education officers, principals (in municipal and independent schools), subject teachers, class teachers, special teachers, special educational needs coordinators (SENCOs), and  assistants. Explanations involving deficits tied to the individual child were by far most common. Teachers and principals were the groups least likely to view teachers as a cause of school problems. Principals were even less likely to do so than the teachers themselves, and this was also the group that was least likely to consider the functioning of classes as an explanation of school difficulties. A school-leadership paradoxis identified, meaning that principals discern causes of school problems that are not within their influence.

  • 49.
    Lindqvist, Gunilla
    Högskolan Dalarna, Akademin Utbildning och humaniora, Pedagogik.
    Who Should do What to Whom?: Occupational Groups´Views on Special Needs2013Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The overall aim of this thesis is to increase our knowledge of different occupational groups´ views on work with children in need of special support. This is explored in four separate studies.

    The first study investigates the views of occupational groups in preschools and schools in one municipality. A questionnaire was handed out to all personnel (N=1297) in the municipality in 2008 (72.5 % response rate). The second study explores the views of educational leaders (N=45) in the same municipality. Questionnaire # 2 was distributed in 2009. All the educational leaders responded to the questionnaire. The third study describes the views of different occupational groups concerning special educational needs coordinators´ (SENCOs) role and work. This was highlighted by comparing responses from questionnaire #1 and # 2. Responses concerning SENCOs´ work were also added using a third questionnaire. This questionnaire was handed out in 2006 to chief education officers (N=290) in all municipalities in Sweden. The response rate was 90.3%. Finally, the fourth study presents five head teachers´ descriptions of their work with special needs issues. Study four was a follow-up study of questionnaire # 2. These head teachers were selected because of their inclusive values and because they seemed to be effective according to certain criteria. They were interviewed in January 2012.

    The results reveal a number of interesting findings. For example, there are both similar and different views among the occupational groups concerning work with children in need of special support. A majority of the respondents in all groups state that children´s individual deficiencies is one common reason why children need special support in preschools/schools. Differences between the occupational groups become especially visible regarding their views of SENCOs‟ work.

    Critical pragmatism (Cherryholmes, 1988) is applied as a theoretical point of departure. Skrtic´s (1991) critical reading and analysis of special education relative to general education is specifically used to interpret and discuss the outcome of the studies. Additionally, Abbott´s (1988) reasoning concerning the “division of expert labor” is used to discuss the occupational groups´ replies concerning “who should do what to whom”.

    The findings in the studies are contextualized and theoretically interpreted in the separate articles. However in the first part of this thesis (in Swedish: Kappa), the theoretical interpretations of the empirical outcome are discussed in more detail and the results are further contextualized and synthesised. Inclusion and premises for inclusive education are also discussed in more depth in the first part of the present thesis.

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  • 50.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Nilholm, Claes
    Head Teachers´ Strategies in Inclusive Schools- an Interview Study2012Konferensbidrag (Refereegranskat)
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