Johan Malmqvist

Identifying child functioning from an ICF-CY perspective: Everyday life situations explored in measures of participation

Purpose. This study was part of a larger work to develop an authentic measure consisting of code sets for self- or proxy-report of child participation. The aim was to identify common everyday life situations of children and youth based on measures of participation. Method. The study was descriptive in nature and involved several stages: systematic search of literature to find articles presenting measures for children and youth with disabilities, identifying measures in selected articles, linking items in included measures to the ICF-CY, analysing content in measures presented as performance and participation and identifying aggregations of ICF-CY codes across these measures. Results. A large number of measures for children and youth with disabilities were identified but only 12 fulfilled the inclusion criteria. A slight distinction in content and age appropriateness appeared. Measures presented as performance covered all the ICF-CY Activities and Participation chapters, whereas measures presented as participation covered five of nine chapters. Three common everyday life situations emerged from the measures: Moving around, Engagement in play and Recreation and leisure. Conclusion. Only a small number of life situations for children and youth emerged from items in selected measures, thus, other sources are needed to identify more everyday life situations.

Local school ideologies and inclusion : the case of Swedish independent schools

This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic-inclusive and the market-oriented-exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketisation are finally discussed.

The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system

ABSTRACT The neuropsychiatric paradigm has substantial impact on schools. The increase in the number of pupils being diagnosed with attention-deficit/hyperactivity disorder (ADHD) is an expression of the medicalisation of deviance. There is also an increase in educational classes specially designed to meet the needs of children with ADHD. This is contrary to the notion of inclusion and in conflict with the Swedish school law. Thus, it is important to obtain knowledge about Swedish ADHD classes. A questionnaire was sent to all Swedish municipalities (290, response rate 76%) regarding schooling for pupils with ADHD. As many as 40 Swedish municipalities have classes specifically designed for pupils with ADHD. Although the classes are said to be specifically designed for ADHD problems, they are not properly evaluated. Municipalities with ADHD classes also exhibit ambivalence towards these classes. The emergence, prevalence and functioning of the ADHD classes are discussed in light of the notion of inclusive education.

Working successfully towards inclusion—or excluding pupils? A comparative retroductive study of three similar schools in their work with EBD

ABSTRACT Sweden uses municipally run pupil referral units (PRUs) for students displaying emotional behavioural difficulties (EBD). This study investigates one Swedish municipality where transfers of students to PRUs were related to school practices favouring either inclusion or exclusion. A purposeful sampling procedure was used to select three elementary schools with regard to their success (school A) or failure (B and C) in keeping pupils with problematic behaviours at school. These three schools are in catchment areas with similar socio-economic conditions. A mixed methods research design was combined with comparative case studies in a retroductive approach. School A had only one pupil transferred to a PRU in 10 years, whereas such transfers from B and C were almost tenfold. School A distinguished itself from the other two schools by its number of inclusive qualities. This school succeeded in keeping almost all students without depriving other students of their rightful learning.

Has schooling of ADHD students reached a crossroads

ABSTRACT The aim of the present study was to examine and describe educational leaders’ mindset types related to schooling of students with ADHD in five municipalities with ADHD special education classes and in five pair-matched municipalities without such classes. Selection of the ten municipalities was based on the results from a nationwide survey (response rate 76%) aimed at investigating how Swedish municipalities organise schooling for ADHD students. Interview data was analysed with the use of a theoretical framework presented as a typology table describing mindsets more or less in line with either the neuropsychiatric paradigm or inclusion. The perceived neuropsychiatric influence on ADHD students’ schooling seemed to affect educational leaders’ decision making, leading to different schooling for ADHD students in different municipalities. The findings, presented as municipality profiles, are discussed in relation to the notion of inclusive education and alternative educational paths leading either towards inclusion or exclusion.