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Swedish special needs teachers’ views on their work and collaborations in education for students with intellectual disabilities
Malmö Universitet.
Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.ORCID iD: 0000-0001-5196-4844
2019 (English)In: The New Educational Review, ISSN 1732-6729, Vol. 57, no 3, p. 225-235Article in journal (Refereed) Published
Abstract [en]

The aim is to analyze what characterizes the work of special needs teachers and what collaborations they engage in in schools for students with intellectual disability. Special needs teachers with degrees from three different universities in southern Sweden participated in the survey. The results show that a majority of the respondents had long experience before they started the special needs training program and they describe the direct encounters with students in the classroom as an important part of their work. Supervision and subject-development also exist, but not to the same extent as classroom teaching.

Place, publisher, year, edition, pages
2019. Vol. 57, no 3, p. 225-235
Keywords [en]
collaboration, intellectual disability, special needs teacher, school assignment
National Category
Pedagogy Pedagogical Work
Identifiers
URN: urn:nbn:se:hkr:diva-20162DOI: 10.15804/tner.2019.57.3.18OAI: oai:DiVA.org:hkr-20162DiVA, id: diva2:1377304
Available from: 2019-12-11 Created: 2019-12-11 Last updated: 2019-12-11Bibliographically approved

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Östlund, Daniel
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Forskningsmiljön Forskning Relationell Pedagogik (FoRP)Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik
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The New Educational Review
PedagogyPedagogical Work

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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