Joakim Isaksson

'Pupils with special educational needs': a study of the assessments and categorising processes regarding pupils' school difficulties in Sweden

One important goal of Swedish educational policies is to integrate all pupils within regular education, irrespective of disability or difficulties in school, and to adjust education to individual needs. The aim of this paper was to explore how schools ‘socially construct’, i.e. identify and support, pupils with special educational needs. Another aim was to explore if there were any dominant patterns in the schools’ procedures to differentiate pupils with such needs from ‘normal’ pupils, and how such patterns can be understood in a broader context of educational policies. Interviews were conducted with school personnel from two compulsory schools in a municipality in northern Sweden. We chose to use the grounded theory approach for analysing the interview data. The analysis indicated that there were three different patterns or models for identifying and supporting pupils with special educational needs: a pedagogical, a social or a medical model. Various professionals were involved in different ways in each model. Another finding was that school personnel did not find it easy to sort out and assess ‘special educational needs’, and that the identification of such needs were conditioned upon resources available for the schools.

Lessons Learned from Research on Individual Educational Plans in Sweden: Obstacles, Opportunities and Future Challenges.

Since 1995, all Swedish compulsory schools have had a legal obligation to establish individual educational plans (IEPs) for pupils with special educational needs. However, previous research shows that there are a number of issues associated with how these plans are used in schools’ overall work and identifies a discrepancy between educational policy and practice. In this article, we review previous research on authentic IEPs in Sweden to clarify issues and obstacles associated with each step of the process of working with these plans. We then problematise and critically discuss the role that IEPs have come to play in the current Swedish education system and Swedish education policy, following recent reforms. Informed by our review of previous research and the transformation of the Swedish education system during recent years, we conclude that the following issues regarding the use of IEPs require particular consideration on both policy and local school levels. Firstly, partly (at least) because guidelines for implementing IEPs are inadequate, schools appear to enact rather than implement these policy demands, without critically considering what an IEP is and how it should be used in practice. Secondly, in contrast to initial intentions, IEPs largely seem to be used primarily as administrative tools rather than to help meet the educational and developmental needs of the pupils concerned. Hence, there is a risk of IEPs being used merely for ‘fabricating’ a sanitised version of the schools’ procedures to demonstrate accountability in national quality audits and give a favourable representation of the schools. Finally, parents and pupils’ participation and involvement in developing IEPs need further exploration in schools. These issues should ideally be critically examined in future studies regarding the use of IEPs both nationally and internationally.

What is the meaning of special education? Problem representations in Swedish policy documents: late 1970s–2014

In Sweden, as in many other countries, inclusion has been on the political agenda for a long time and has served as a blueprint and guiding principle for practical work in school. However, inclusive education has, by and large, been associated with special education measures, which seriously limit the chances of achieving the vision of inclusion. In this article, we analyse how the meaning of special education is constructed in policy documents from four distinct time periods of Swedish education policy from the late 1970s to 2014. The paper draws on an approach to scrutinise the process of problematisation in public policy-making. Based on the analysis, we argue that there are prospects of a hegemonic intervention regarding the meaning of special education during later years in Swedish education policy, emphasising an individual perspective and individual deficiencies. In contrast to inclusive ambitions, this perspective advocate segregated support measures. Finally, based on previous research and tendencies within the field, we present arguments in the concluding discussion why this hegemonic intervention in education policy also might attract the support of school personnel at the local school level and some potential consequences of the expansion of special education in Sweden.

Critical Incidents Reveal How Patients with Head and Neck Cancer Construct Their “Secure Base” as a “Helping System”

Most studies of the psychosocial needs of patients with head and neck cancers (HNC) use predefined categories and explicitly ask for specified needs. These studies are important but should be complemented with inductive studies based on patients’ own descriptions of experiences. This qualitative study is such a contribution. In repeated interviews positive and negative incidents were collected from 137 patients with HNC, and these experiences were categorized in dimensions expressing needs. A core category—“being included—neglected by a helping system”— emerged from the narrated incidents and was based on the dimensions engagement, competence, and information. The findings are easily related to attachment theory by stressing the significance of establishing trustful relationships with the health care staff, as attachment figures, who respond flexibly and sensitively to the patients needs. In the constitution of health care as a helping system, all encounters between the patient and health care staff matters. Further research should preferably focus on the creation of guidelines for the constitution of health care as a helping system, that is, how the found factors of a helping system can be operationalized in clinical practice.

Struggling for recognition and inclusion–parents’ and pupils’ experiences of special support measures in school

During the last decade an increasing use of differentiated support measures for pupils with special educational needs, indicative of a discrepancy between educational policies and practices, has been witnessed in Sweden. Another trend has been the increased use of medical diagnoses in school. The aim of this study was to explore the main concern of support given to pupils with special educational needs and how pupils and parents experience and handle this. Interviews were conducted with eight pupils in Grades 7–9—and their parents—at two compulsory schools in a city in northern Sweden. A grounded theory approach was used for analyzing the interview data. A conceptual model was generated illuminating the main concern of special support measures for pupils and parents. The core category of the model, struggling for recognition and inclusion, was related to two categories, which further described how this process was experienced and handled by the participants. These categories were labeled negotiating expertise knowledge within a fragmented support structure and coping with stigma, ambivalence, and special support measures. The developed conceptual model provides a deeper understanding of an ongoing process of struggle for recognition and inclusion in school as described by the pupils and parents.

A nationwide study of Swedish oncology social workers: Characteristics, clinical functions, and perceived barriers to optimal functioning

ABSTRACT Oncology social workers (OSWs) play a key role in cancer services, but they have mainly been described from an Anglo-Saxon perspective. This study aims to widen the field by scrutinizing the role and function of OSWs in Sweden. By means of a nationwide questionnaire to Swedish OSWs, the professional characteristics of this group are described, as well as their descriptions and reflections on their clinical function and their experiences of barriers to optimal functioning. Our findings indicate that Swedish OSWs seem to have taken a different path than in other countries by mainly providing therapeutic treatment and counseling to the patients rather than working with discharge planning. However, due to a mismatch between clinical demands and the training of Swedish OSWs, some suggestions are provided for future social work education in Sweden.

Next of kin's motives for psychosocial consultation - Oncology social workers' perceptions of 54 next of kin cases

Although oncology social workers (OSWs) have emerged as a core profession in the provision of psychosocial services, there is a lack of empirical studies that describe their daily clinical work with next of kin (NOK). The overall aim of this study was to explore NOKs motives for consulting an OSW. This can provide us with insights into what types of skills OSWs need to have in order to fulfil their duties.

A nationwide study of the function of the social worker in cancer care and rehabilitation: the present status and prospects for the future

A smartphone application is a feasible way to deliver information and resources to carers while they are looking after someone receiving cancer treatment. A smartphone application is an appropriate resource for carers regardless of their age or gender.A Cognitive Behavioural Conceptualization of Psychological Distress in Parents of Children Previously Treated for Cancer5 Risk for psychological distress among cancer patients with a familial history of Indian Residential School attendance: Results from the 2008‐10 First Nations Regional Health Survey Mrs. Maike van Niekerk* | Dr. Amy Bombay Dalhousie University, Halifax, Canada; Dalhousie University, Halifax,

How Patients Make use of a Specialist Nurse Function in Head and Neck Cancer : An Empirical Study

How patients make use of a specialist nurse function in head and neck cancer: an empirical study

Patients with head and neck cancer narrate the importance of being included in a helping system

Nadine Köhle 1, Constance Drossaert2, Cornelia van Uden-Kraan3, Irma Verdonck -de Leeuw4, Ernst Bohlmeijer5 1University of Twente, Enschede, Overijssel, The Netherlands, 2University of Twente, Enschede, Overijssel, The Netherlands, 3VU University, Amsterdam, Noord-Holland, The Netherlands, 4VU University, Amsterdam, Noord-Holland, The Netherlands, 5University of Twente, Enschede, Overijssel, The NetherlandsFrom Vision to Action - Innovation and Implementation of an Integrated Cancer Rehabilitation Within Clinical Practice