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  • 1.
    Barow, Thomas
    et al.
    Göteborgs universitet.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    “The system shows us how bad it feels”: special educational needs assessment in North Rhine-Westphalia, Germany2019In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591XArticle in journal (Refereed)
    Abstract [en]

    In the context of the North Rhine-Westphalian school reform towards an inclusive education system, this article problematises the practice of categorisation. Our research aims to investigate the assessment of special educational needs (SEN) and thereby enrich the discussion of the relation between inclusion and diagnostics. For this study, we interviewed 14 SEN investigators and five decision-makers. We discuss the results on the basis of a qualitative content analysis and against the background of Fleck’s concept of thought styles. We mainly found inertia in special education traditions, expressed in the use of intelligence tests, the dominance of SEN teachers in the assessment process and the lack of participation of parents and pupils. We conclude that it is necessary to reform the SEN assessment rules. At the same time, we see major challenges in transforming existing thought styles into a more flexible and decategorising approach.

  • 2.
    Bertills, Karin
    et al.
    Jönköping University.
    Granlund, Mats
    Jönköping University.
    Augustine, Lilly
    Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, School of Education and Environment, Avdelningen för Psykologi. Jönköping University.
    Measuring self-efficacy, aptitude to participate and functioning in students with and without impairments2018In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 33, no 4, p. 572-583Article in journal (Refereed)
    Abstract [en]

    Including vulnerable groups of students such as students with learning disabilities in mainstream school research, require ethical considerations and questionnaire adaptation. These students are often excluded, due to low understanding or methodologies generating inadequate data. Students with disability need be studied as a separate group and provided accessible questionnaires. This pilot study aims at developing and evaluating student self-reported measures, rating aspects of student experiences of school-based Physical Education (PE). Instrument design, reliability and validity were examined in Swedish secondary school students (n = 47) including students, aged 13, with intellectual disability (n = 5) and without impairment and test–retested on 28 of these students. Psychometric results from the small pilot-study sample were confirmed in analyses based on replies from the first wave of data collection in the main study (n = 450). Results show adequate internal consistency, factor structure and relations between measures. In conclusion, reliability and validity were satisfactory in scales to measure self-efficacy in general, in PE, and aptitude to participate. Adapting proxy ratings for functioning into self-reports indicated problems. Adequacy of adjustments made were confirmed and a dichotomous scale for typical/atypical function is suggested for further analyses.

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