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Pedagogical Practices and Everyday Life for Pupils with Profound Intellectual and Multiple Disability (PIMD) in Sweden
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. (Forskning Relationell Pedagogik)
2014 (English)Conference paper, Abstract (Other academic)
Abstract [en]

This paper should be regarded as a contribution to the development of knowledge about the interaction taking place in the educational setting for pupils with PIMD in Sweden. The paper is expected to contribute to a deeper understanding of the pedagogical praxis in this educational setting and the pupils’ possibilities to be agents within the processes of interaction, participation and learning. 

Summary:

The paper aims to contribute to the development of knowledge about the contextual and interactional conditions that training school pedagogic practice is characterized by. The study's overall purpose is to analyze the participation and interaction in the context of five training school classes. A particular focus is placed on teaching organization and the interaction patterns appearing in the pedagogical practice and what kind of consequences the interaction has for the pupils’ participation. Participation in this study refers to how the teams and students jointly create interaction in classrooms, the patterns produced by the interaction.

 

The study draws on a theoretical framework that is influenced by ethnometodological work and from the dramaturgical framework by Goffman, where the participant’s social actions and methodical ways of making sense in a social setting are in focus. The design of the data collection is inspired by an ethnographic approach and is constructed as a classroom study.

 

The empirical material was collected by classroom observations and by video recordings. The data derive from video recordings that were made during spring 2009 and spring 2010 in five training school classes and all together twenty  pupils (age 8-19, eleven boys and nine girls) and 28 members from the teams (nine special teachers,  two music teachers,  one psychical education teacher and 16 assistants) participated in the study.

The results are showing that there are seven major themes which are related to the varying expectations of students' participation in different situations in the context of educational practice. The various themes that are related to the students are:

 

  • The attentive and responsive pupil
  • The experiencing pupil
  • The choice making and autonomous pupil 
  • The exploring pupil
  • The pupil that shows civil inattention
  • The pupil as a recipient of care
  • The playing pupil

 

The approach in the design of educational practice shows that there are implicit ideas about the conditions under which students in the training school shall participate in their educational practice. In the pedagogical practice there were few given opportunities to create more horizontal relationships with peers without disabilities

Place, publisher, year, edition, pages
2014.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-11799OAI: oai:DiVA.org:hkr-11799DiVA: diva2:698804
Conference
15th International Conference on Autism, Intellectual Disability & Developmental Disabilities. Clearwater beach - Tampa, FL, USA. 21-23 January, 2014.
Available from: 2014-02-25 Created: 2014-02-25 Last updated: 2014-03-18Bibliographically approved

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
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  • Other locale
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Output format
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