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Kategorisering av barns "problem" i skolans värld: En undersökning av skolhälsovårdsrapporter läsåren 1944/45-1988/89
Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
2004 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
Categorization of children's problems in the school world : A study of the reports of the School Health Services during the school years 1944/45 to 1988/89 (English)
Abstract [en]

The aim of this thesis is to investigate and analyze the categorization of children’s “problems” in comprehensive schools and the context in which the categorization is performed and used. A central question is: How are the children’s “problems” defined and formulated in the annual reports of the school health services for the school years 1944/45 to 1988/89? “Problems” in this context are illnesses, functional disabilities and other characteristics associated with what is perceived as the physical, psychical and social ill-health of a child.

Based upon Ian Hacking’s philosophical theory of the principles of categorization and the ecological metaphor the relevant data is analyzed. In the study the main analytical tools are concept use, curriculum, documentation routine, expert and supporting measure of education. The different tools cast light on the context to which the categorization can be related. The large number of problem definitions used in the school health services documents relate to behavioral expression, child denomination, habit, individual state, interaction, ”physical and mental condition”, school experience, ”teaching and learning” and exceeding the rules. The results are also presented in relation to a series of four different periods. During these periods the use of concepts often follows different themes. A development can be seen during the first period of the emphasis on intellectual problems and functional disorders to the emphasis during the concluding period on preventive health measures and integration.

The study shows that social, cultural, medical and psychological influences contributed to what were identified, observed and documented as children’s “problems” in school from the school health service point of view. Problem definitions particularly noted were universal, human problems. Documentation routines, curricula, experts and educational supporting measures have in various ways affected the use of concepts by school health services during the different periods.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis , 2004. , 176 p.
Uppsala Studies in Education, ISSN 0347-1314 ; 106
Keyword [en]
Education, categorization in school, ill-health of children, children’s health problems, diagnosis in school, children’s differences, ”exceptional” children, pupil care, school health services, children with special educational needs
Keyword [sv]
National Category
Research subject
URN: urn:nbn:se:uu:diva-4558ISBN: 91-554-6002-XOAI: oai:DiVA.org:uu-4558DiVA: diva2:165126
Public defence
2004-10-15, Lärosal IV, Universitetshuset, Uppsala universitet, Uppsala, 10:15
Available from: 2004-09-23 Created: 2004-09-23Bibliographically approved

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