Gunnlaugur Magnússon

Representations of special support. Independent schools’ descriptions of special educational provision

An important argument for the introduction of school choice in Sweden, was that independent schools would be a source for innovation. But do independent schools follow traditional patterns of special education, or do they aim for alternative organisational solutions, approaching inclusive education? Here, results from a total population questionnaire of the Swedish independent schools (N = 686; response rate = 79%) are presented. Four hundred written responses to two open-ended questions were received. The responses covered topics such as resource allocation, school descriptions and good practice. Themes and categories were condensed using qualitative content analysis and the results are theorised in terms of special educational perspectives and inclusive education. Results show examples of alternative and inclusive approaches, as well as examples of traditional understanding and organisation of special support within the field. The idea of market competition as a force of innovation is not supported in this material. Marketing and niching of schools can contribute to a less inclusive education system. More research that is both large scale and contextual is needed to understand further how schools cope with contradicting educational ideals and policy when competing for pupils.

Varying access to professional, special educational support: a total population comparison of special educators in Swedish independent and municipal schools

Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. He ...

Professionalism, governance and inclusive education – A total population study of Swedish special needs educators

ABSTRACT 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.

Approaching higher education with Didaktik: university teaching for intellectual emancipation

ABSTRACT European higher education has been highly influenced by the Bologna-process, entailing coordination and standardisation from policy to teaching practices. This led to increased demands on university teachers. Courses in university pedagogy are required as part of competence development and have become decisive for employment. Constructive Alignment has become a popular model, being in line with Bologna-process ideals. Emerging is an instrumental view of higher education that risks excavating university pedagogy of its pedagogical dimensions and reducing the autonomy of the university teachers with focus on standardisation and emphasis on effective output. This paper proposes a Didaktik-approach to university pedagogy. We argue that Didaktik can help revive relational and emancipatory elements of higher education. By viewing the relationship between teachers and students as a gathering around common interests, we maintain that Didaktik emphasises teachers’ reflections regarding the subject, the students, and other educational dimensions.

Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses

Abstract Special needs educators (SNEs) have important roles in many education systems. However, their roles are often poorly defined, and differ greatly both between and within education systems. Studies show that SNEs have diverse tasks, have problems defining their jurisdiction, and approach special support with different perspectives than other professions. Here, the aim is to explore what Swedish SNEs express regarding their occupational role and jurisdiction, utilising 676 free text responses to an open question in a total population survey. The results illustrate that SNEs often have to take on tasks they do not view as appropriate and that they often experience misunderstanding from head teachers and colleagues about their roles and tasks, and that they risk being replaced by other professions. Some explanations can be found in vague legal definitions of their jurisdiction and the necessity of adaption to the local school context. The results are interpreted using Abbott’s theory of jurisdiction and Evetts’ distinctions of professionalisation and professionalism. The study confirms results from prior research to a high degree but adds further nuance and dimensions to them with formulations from active professionals.