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Den specialpedagogiska personalens arbete med stödinsatser för nyanlända elever – yrkesroll, arbetsuppgifter och utveckling av skolans lärmiljöer
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (Pedagogik med inriktning mot specialpedagogik)ORCID iD: 0000-0002-8802-9072
2022 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this licentiate thesis is to increase knowledge of the special educators’ professional role and work in relation to special educational support for recently arrived immigrant pupils. The need for the study is motivated by the immigrant pupils’ low achievement of goals and schools responsibility to adapt education to each pupil’s needs in a school for all. The first study examines special educators’ role and work in relation to special educational support for recently arrived immigrant pupils and the professional group's view of the reasons for special educational support for these pupils. The results are based on responses in a questionnaire directed to 483 special educators. The results show that the special educators state that the reasons why recently arrived immigrant pupils are in need of special educational support are that the knowledge requirements are too difficult for the pupils to achieve or that the pupils have individual shortcomings. The occupational group's tasks consist of administrative work and the development of learning environments. According to the special educators, most often class and subject teachers and mother tongue tutors provide special educational support. The special educators collaborate to the greatest extent with class and subject teachers and with the pupils, while they want more collaboration with mother tongue tutors. The results of the study are interpreted and discussed based on Abbott's theory (1988) reasoning about professional groups’ claims of jurisdiction, Persson's (1998) categorical and relational perspectives and Hughes' (1958) concept of dirty work. In the second study, free text answers (n = 451) from the questionnaire are examined, where the special educators describe how they and their schools have developed learning environments for recently arrived immigrant pupils in need of special educational support. The free text answers are analyzed using a qualitative content analysis (Hsieh & Shannon, 2005). This analysis is then theorized based on Skrtics´ (1991; 2005) concepts of the school system to interpret obstacles and opportunities in the development of the learning environments. The results show that the development have mainly taken place through general adaptations (one size fits all solutions), language-adapted solutions and special solutions. The analysis based on Skrtics’ concepts shows how the machine and professional bureaucracy can act as an obstacle to the development of learning environments for recently arrived immigrant pupils in need of special educational support. The thesis helps to bring together the results from the two studies. A developed contextualization is made, and the results from the two studies are discussed in relation to previous research and theoretical points of departure. Abbott's (1988) reasoning on claims of jurisdiction and Skrtics’ conceptions of the school system (1991; 2005) are combined to get a deeper understanding of the deadlocks that may exist in the bureaucratic system. 

Place, publisher, year, edition, pages
Uppsala: Uppsala University, 2022. , p. 93
Series
Pedagogisk forskning i Uppsala, ISSN 0348-3630 ; 170
Keywords [en]
recently arrived immigrant pupils, special educational needs, special education teacher, special education needs coordinator, occupational roles, jurisdiction, learning environment, bureaucracies, compulsory school
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-467470ISBN: 978-91-506-2928-6 (print)OAI: oai:DiVA.org:uu-467470DiVA, id: diva2:1637049
Presentation
2022-04-01, Betty Pettersson, von Kraemers allé 1A, Uppsala, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2022-03-08 Created: 2022-02-11 Last updated: 2022-05-05Bibliographically approved
List of papers
1. Special needs educators’ roles and work in relation to recently arrived immigrant pupils in need of special educational support
Open this publication in new window or tab >>Special needs educators’ roles and work in relation to recently arrived immigrant pupils in need of special educational support
2021 (English)In: Journal of Research in Special Educational Needs, E-ISSN 1471-3802, Vol. 21, no 4, p. 355-367Article in journal (Refereed) Published
Abstract [en]

Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes’ (1958) concept of ‘dirty work’ and Abbott’s theory of profession (1988).

National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-467467 (URN)10.1111/1471-3802.12535 (DOI)000682575400001 ()
Available from: 2022-02-11 Created: 2022-02-11 Last updated: 2023-02-03Bibliographically approved
2. One size fits all – utveckling av lärmiljöer för nyanlända elever i behov av specialpedagogiska stödinsatser
Open this publication in new window or tab >>One size fits all – utveckling av lärmiljöer för nyanlända elever i behov av specialpedagogiska stödinsatser
2022 (Swedish)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, no 2, p. 27-49Article in journal (Refereed) Published
Keywords
learning environment, special educators, recently arrived immigrant pupils, special educational support, Skrtic
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-467465 (URN)
Available from: 2022-02-11 Created: 2022-02-11 Last updated: 2023-03-14

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