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Publications (10 of 16) Show all publications
Sandström, M., Klang, N. & Lindqvist, G. (2019). Bureaucracies in Schools—Approaches to Support Measures in Swedish Schools Seen in the Light of Skrtic’s Theories. Scandinavian Journal of Educational Research, 63(1), 89-104
Open this publication in new window or tab >>Bureaucracies in Schools—Approaches to Support Measures in Swedish Schools Seen in the Light of Skrtic’s Theories
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 1, p. 89-104Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-323256 (URN)10.1080/00313831.2017.1324905 (DOI)000451601200006 ()
Available from: 2017-06-04 Created: 2017-06-04 Last updated: 2019-01-09Bibliographically approved
Göransson, K., Lindqvist, G., Klang, N. & Magnússon, G. (2018). Professionalism, governance and inclusive education –: A total population study of Swedish special needs educators. International Journal of Inclusive Education
Open this publication in new window or tab >>Professionalism, governance and inclusive education –: A total population study of Swedish special needs educators
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2018 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Article in journal (Refereed) Published
Abstract [en]

Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
SNEs, inclusive education, special education, professional role, educational organisation
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-342735 (URN)10.1080/13603116.2018.1441339 (DOI)
Funder
Swedish Research Council, 2011–5986
Available from: 2018-02-23 Created: 2018-02-23 Last updated: 2018-03-15Bibliographically approved
Engstrand, R. Z., Klang, N., Hirvikoski, T., Allodi, M. W. & Roll-Pettersson, L. (2018). Reporting of Cultural Factors in Autism Research Publications in Sweden: Application of the GAP-REACH Checklist. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, 5(4), 390-407
Open this publication in new window or tab >>Reporting of Cultural Factors in Autism Research Publications in Sweden: Application of the GAP-REACH Checklist
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2018 (English)In: REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, ISSN 2195-7177, Vol. 5, no 4, p. 390-407Article, review/survey (Refereed) Published
Abstract [en]

Systematic reporting of cultural variables in research publications is important to address disparities in diagnostics and treatment for children with ASD from diverse backgrounds. The present review examined reporting of cultural factors in ASD publications in the Swedish research context by using the GAP-REACH checklist developed by the Cultural Committee of the Group for the Advancement of Psychiatry. Thirty peer-reviewed articles published in English between 2013 and 2015 met inclusion criteria. Depending on research designs, 46% of the reviewed studies defined cultural factors using various proxies for ethnicity to describe study participants; none of the studies used the race variable; 23.3% provided rationale for inclusion of cultural factors. The checklist in its modified form is applicable within the Swedish context.

Keywords
Autism publications, Cultural factors, GAP-REACH checklist
National Category
Psychiatry
Identifiers
urn:nbn:se:uu:diva-373042 (URN)10.1007/s40489-018-0147-3 (DOI)000452079900006 ()
Available from: 2019-01-10 Created: 2019-01-10 Last updated: 2019-01-10Bibliographically approved
Klang, N., Gustafson, K., Möllås, G., Nilholm, C. & Göransson, K. (2017). Enacting the role of special needs educator: six Swedish case studies. European Journal of Special Needs Education, 32(3), 391-405
Open this publication in new window or tab >>Enacting the role of special needs educator: six Swedish case studies
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2017 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 32, no 3, p. 391-405Article in journal (Refereed) Published
Abstract [en]

With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From a survey of SNEs in 10 Swedish municipalities, six participants whose work tasks were expected to correspond to the degree ordinances for their university training were chosen. The participants were followed at work, and data were collected through observation of the participants at work, participants’ diaries and interviews with the participants, their teacher colleagues and their school principals. The analysis involved both quantitative and qualitative methods. First, based on the researchers’ observations of the participants at work, categories of SNEs’ tasks were discerned, and the amount of time devoted to those categories of tasks was summarised. Second, case study narratives of the SNEs’ work were constructed to describe how the participants, their teacher colleagues and their school principals view the SNE role and to describe how the work is enacted in various school contexts. The results revealed seven categories of work tasks practised to varying degrees by the six SNEs. The case study narratives exposed large variation in how the SNEs conceptualised their role and how it evolved in relation to local school contexts. The results of the study are discussed with regard to the role of the SNE in relation to policies of inclusion. 

Keywords
special needs educator, work tasks, professional role, case study, narratives
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-311366 (URN)10.1080/08856257.2016.1240343 (DOI)000402308800008 ()
Funder
Swedish Research Council, 2011-5986
Available from: 2017-01-11 Created: 2016-12-25 Last updated: 2017-07-11Bibliographically approved
Möllås, G., Gustafson, K., Klang, N. & Göransson, K. (2017). Specialpedagagogers/speciallärares arbete i den dagliga skolpraktiken: en analys av sex fallstudier. Karlstad: Karlstads universitet
Open this publication in new window or tab >>Specialpedagagogers/speciallärares arbete i den dagliga skolpraktiken: en analys av sex fallstudier
2017 (Swedish)Report (Other academic)
Abstract [sv]

Vilka arbetsuppgifter ingår i specialpedagogernas vardagspraktik? Vilka kontextuella villkor och förutsättningar bidrar till att forma den specialpedagogiska yrkesrollen samt vilka strategier använder specialpedagogerna sig själva av för att stärka och forma sin yrkesroll? Frågorna ligger till grund för den analys av sex fallstudier som presenteras i den här rapporten. Studien utgör den tredje delstudien inom ett större forskningsprojekt ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning”, vilket har finansierats av Vetenskapsrådet. Samtliga respondenter är anställda som specialpedagoger, men har varierande bakgrund och utbildning. Syftet har varit att undersöka hur specialpedagogrollen konstitueras i grundskolans vardagliga och lokala praktiker. Datamaterialet består av dokument, fältanteckningar från observationer, informella samtal och intervjuer samt respondenternas egna dagboksinspelningar. Rapporten riktar sig främst till verksamma aktörer inom grundskolan på olika nivåer (förvaltningspersonal, rektorer, elevhälsans personal, specialpedagoger, speciallärare, lärare m fl), blivande specialpedagoger och speciallärare samt lärarutbildare. 

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017
Series
Karlstad University Studies, ISSN 1403-8099 ; 2017:27
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-329792 (URN)978-91-7063-794-0 (ISBN)978-91-7063-795-7 (ISBN)
Projects
Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning. Projektledare: Kerstin Göransson
Funder
Swedish Research Council, 721-2011-5986
Available from: 2017-09-21 Created: 2017-09-21 Last updated: 2017-12-18Bibliographically approved
Wilder, J. & Klang, N. (2017). Sweden. In: Michael L Wehmeyer; James R Patton (Ed.), The Praeger International Handbook of Special Education: (pp. 104-118). Praeger
Open this publication in new window or tab >>Sweden
2017 (English)In: The Praeger International Handbook of Special Education / [ed] Michael L Wehmeyer; James R Patton, Praeger , 2017, p. 104-118Chapter in book (Other academic)
Place, publisher, year, edition, pages
Praeger, 2017
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:uu:diva-359420 (URN)9781440847264 (ISBN)
Available from: 2018-09-01 Created: 2018-09-01 Last updated: 2019-01-02Bibliographically approved
Klang, N., Rowland, C., Fried-Oken, M., Steiner, S., Granlund, M. & Adolfsson, M. (2016). The Content of Goals in Individual Education Programs for Students with Complex Communication Needs. Augmentative and Alternative Communication: AAC, 32(1), 41-48
Open this publication in new window or tab >>The Content of Goals in Individual Education Programs for Students with Complex Communication Needs
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2016 (English)In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 32, no 1, p. 41-48Article in journal (Refereed) Published
Abstract [en]

The aim of the study was to explore the contents of communication-related goals in individualized education programs (IEPs) for students with complex communication needs Goals in 43 IEPs were linked to the International Classification of Functioning, Disability and Health, Children and Youth version (ICF-CY). The results show that the communication-related IEP goals contain information of multiple domains of functioning in the ICF-CY. However, judging by the amount of codes linked to ICF-CY chapters, the IEPs contain a small amount of goals that focus on interaction with others, or participation in classroom and leisure activities. Special education teachers and speech-language pathologists working with students with complex communication needs may need support to formulate communication-related IEP goals with a focus on interaction and participation in school activities.

Keywords
Complex communication needs; Individual educational program; ICF-CY, Children; Intervention goals; Participation
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-270568 (URN)10.3109/07434618.2015.1134654 (DOI)000374854800004 ()26837187 (PubMedID)
Available from: 2015-12-30 Created: 2015-12-30 Last updated: 2017-12-01Bibliographically approved
Göransson, K., Lindqvist, G., Klang, N., Magnússon, G. & Nilholm, C. (2015). Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning. Karlstad: Karsltads universitet, Fakulteten för humaniora och samhällsvetenskap
Open this publication in new window or tab >>Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning
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2015 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Karlstad: Karsltads universitet, Fakulteten för humaniora och samhällsvetenskap, 2015. p. 75
Series
Karlstad University Studies, ISSN 1403-8099 ; 2015:13
Keywords
speciallärare, specialpedagog, yrkesroll, enkätstudie
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-299748 (URN)9789170636240 (ISBN)
Projects
Speciella yrken? Speciallärares och specialpedagogers arbete och utbildning
Funder
Swedish Research Council, 2011-5986]
Available from: 2015-08-21 Created: 2016-07-26 Last updated: 2016-07-28Bibliographically approved
Hellblom-Thibblin, T., Klang, N. & Åman, K. (2012). Biopsychosocial model and the ICF-CY in in-service training: general educators' reflections. International Journal of Development Issues, 58(1), 12-19
Open this publication in new window or tab >>Biopsychosocial model and the ICF-CY in in-service training: general educators' reflections
2012 (English)In: International Journal of Development Issues, ISSN 2047-3869, E-ISSN 2225-658X, Vol. 58, no 1, p. 12-19Article in journal (Refereed) Published
Abstract [en]

Provision of support to enhance participation of children with disabilities in inclusive classrooms is a challenge for general educators, special educators, and other professionals involved in work with children with disabilities. In this study, the biopsychosocial model in the ICF-CY has been used to construct in-service training for general educators about children with disabilities. The effects on in-service training have been evaluated through analysis of general educators' reflections about their competence to meet special needs of children with disabilities at the end of the course. The results show that general educators consider ICF-CY model to be a useful tool in searching for explanations to problems that can arise in classroom but also expressed need for interprofessional collaboration. At the end of the course, the educators reflected on both pedagogical competence to meet children's needs and knowledge about children with disabilities. The results raise the importance of knowledge about how different disabilities can be formulated and understood in a problem-solving process.

Keywords
biopsychosocial model, ICF-CY, education
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:uu:diva-299749 (URN)10.1179/2047387711Y.0000000003 (DOI)000305406800002 ()2-s2.0-84862187146 (Scopus ID)
Available from: 2012-01-06 Created: 2016-07-26 Last updated: 2017-11-28Bibliographically approved
Pless, M., Adolfsson, M. & Klang, N. (2011). Att koda enligt ICF (1ed.). In: Handbok i att använda ICF och ICF-CY: (pp. 111-127). Lund: Studentlitteratur
Open this publication in new window or tab >>Att koda enligt ICF
2011 (Swedish)In: Handbok i att använda ICF och ICF-CY, Lund: Studentlitteratur , 2011, 1, p. 111-127Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2011 Edition: 1
National Category
Social Sciences Medical and Health Sciences
Identifiers
urn:nbn:se:uu:diva-299756 (URN)9789144056371 (ISBN)
Available from: 2012-01-09 Created: 2016-07-26 Last updated: 2017-07-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0027-084X

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