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  • 1.
    Anderson, Lotta
    et al.
    Malmö högskola.
    Sundman Marknäs, AnnaMalmö stad.Östlund, DanielKristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Hur ska vi göra då?: praktiknära utveckling av en grundsärskolas arbete med bedömning för lärande2016Collection (editor) (Other academic)
    Abstract [sv]

    Vad innebär bedömning i vår verksamhet? Denna fråga ställde sig ett antal pedagoger och deras dåvarande skolledare 2012, efter att ha satt sig in i den nya läroplanen för grundsärskolan. Kontakt togs med grundskoleförvaltningens utvecklingsteam och en idé började ta form. Uppdraget gavs till dåvarande FoU-Malmö utbildning och en praktiknära utbildning utformades tillsammans med RUC på Malmö högskola och Uppdrag AB vid Högskolan Kristianstad. Tillsammans med skolans medarbetare och utifrån de olika arbetslagens situation och förutsättningar utvecklades innehållet. På så sätt har utbildningen följt de intentioner för verksamhetsutveckling som formulerades kring den extrasatsning på utbildningssektorn i Malmö som fick namnet Skolsatsning 2012. Pedagoger måste få ett så verksamhetsnära stöd som möjligt. Men inte utifrån att ”experter” går in och ger ”recept”, vilket ju ibland efterfrågas, utan genom att de i dialog, och med forskningsbaserad input, bidrar till att pedagoger får möjlighet att, både enskilt och (framförallt) tillsammans, tänka kring dilemman i verksamheten (Leif Åhlander, 2013). Denna rapport består av de slutsatser processledarna gjort kring utbildningen samt de texter pedagogerna skrivit för att beskriva och problematisera sina processer.

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  • 2.
    Anderson, Lotta
    et al.
    Malmö University.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden2017In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 75, no 6, p. 508-524Article in journal (Refereed)
    Abstract [en]

    The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals’ work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students' abilities in different subject. The data in this study are based on teams’ written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children’s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective. Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time. 

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  • 3.
    Anderson, Lotta
    et al.
    Malmö University.
    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. Kristianstad University, Research environment Special Education (SpecPed).
    Special needs teachers’ assignments and work in special schools for students with intellectual disability in Sweden2019In: Book of abstracts, Nordic Network for Disability research (NNDR) Inclusion and exclusion in the wefare society 8-10 march in Copenhagen, Denmark, 2019Conference paper (Refereed)
    Abstract [en]

    Special needs teacher (SNT) in special school for students with intellectual disability (ID) is a new profession, which has not been explored to greater extent and therefore it is important to highlight their professional role. The aim was to analyze what characterizes the SNTs work and assignments and what collaborations they engage in inside and outside the special school. Changes made to the policy document of the National Agency of Education 2011 and set new demands on SNTs, with stronger focus on skill assessment and improving the academic performance of students with ID. International research has also noted a trend towards an increased focus on academic skills in the teaching of students with ID. To collect data of SNT’s perceptions about competence, school assignments and collaboration, a questionnaire was constructed. The study group consisted of 88 respondents with special needs teacher degrees from three universities in southern Sweden. Lipsky's concept (1980) 'street level bureauucracy' constitutes the theoretical framework. The results showed that most SNTs had long work experience from a special school for ID before they started the special needs training program. When SNTs describe their work and assignments, classroom education is in the forefront. Other assignments e.g., supervision or subjectdevelopment exist, but not to the same extent as classroom teaching. It is also common for SNTs to collaborate with professionals both inside and outside the special school. A significant difference exists in interaction between primary and upper secondary school, as they have a common principal. One conclusion that was drawn was that SNTs have many collaboration partners, possess many different skills, and most of them continue as class teachers after the special needs teacher’s degree.

  • 4.
    Anderson, Lotta
    et al.
    Malmö 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.
    Speciallärare i särskolan: en profession i gränslandet mellan policy och praktik2020Report (Other academic)
    Abstract [sv]

    Syftet är att analysera vad som kännetecknar speciallärare i särskolansarbete och uppdrag och vilken samverkan de bedriver inom ochutanför grund-och gymnasiesärskolan och vilka andra aktörer desamarbetar med. Efter det att Lgr 11 infördes finns ett utökat fokuspå akademiska färdigheter i särskolan, vilket ställer nya krav på lärarnaskompetens. Speciallärare med examen från tre universitet isödra Sverige deltog i enkätstudien. Resultaten visar att en majoritetav de svarande har lång erfarenhet innan de började sin utbildningtill speciallärare. De beskriver mötet med eleverna i klassrummetsom en viktig del av sitt arbete och uppdrag. Handledning eller ämnesutvecklingförekommer men inte i samma utsträckning somklassrumsundervisning. Samarbete med professionella utanförsärskolan är vanligt. En slutsats är att specialläraren har många samarbetspartners,besitter olika färdigheter och en majoritet fortsättersom klasslärare efter examen.

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  • 5.
    Anderson, Lotta
    et al.
    Malmö Universitet.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Swedish special needs teachers’ views on their work and collaborations in education for students with intellectual disabilities2019In: The New Educational Review, ISSN 1732-6729, Vol. 57, no 3, p. 225-235Article in journal (Refereed)
    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.

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  • 6.
    Andersson, Helena
    et al.
    Malmö Universitet.
    Plantin Ewe, Linda
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    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.
    Häggblom, Pia
    Kristianstad University, Library & Higher Education Development.
    Lüddeckens, Johanna
    Malmö Universitet.
    The universal design for learning guidelines: grafisk arrangör 2.2 på svenska2020Other (Other (popular science, discussion, etc.))
  • 7.
    Andersson, Helena
    et al.
    Malmö Universitet.
    Plantin Ewe, Linda
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    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.
    Häggblom, Pia
    Kristianstad University, Library & Higher Education Development.
    Lüddeckens, Johanna
    Malmö Universitet.
    Universal Design for Learning: svensk översättning textversion2020Other (Other (popular science, discussion, etc.))
    Abstract [en]

    The evolution of CAST’s UDL Guidelines has been a dynamic, collaborative, and developmental process. We shared the first version of the Guidelines—Version 1.0—in 2008. Since that time, we have collected and specifically solicited feedback from the field. This feedback, along with the expanding research in the areas of UDL, education, cognitive science, psychology, and neuroscience, has led us to develop different representations of the Guidelines over time. Each of these representations has a particular goal and traces our learning not only as an organization but as a field more broadly.

    Version 2.2 (2018)

    This latest version—Version 2.2—does not represent the “correct” version. Instead, we see this version as yet another representation to more fully explore and articulate the promise of UDL. We have made several structural changes to the graphic organizer to better support educators and other stakeholders who are new to UDL and to more clearly articulate the goal of UDL. About the Graphic Organizer describes these structural changes in more detail, while our FAQ may help answer questions you have about the UDL Guidelines and their relationship to the UDL framework.

  • 8.
    Aspelin, Jonas
    et al.
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed).
    Relationskompetens i specialpedagogiska utbildningar: hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige?2020In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 117-142Article in journal (Refereed)
    Abstract [sv]

    Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second study shows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added. 

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  • 9.
    Aspelin, Jonas
    et al.
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Research environment Special Education (SpecPed).
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Research Platform Collaboration for Education.
    'It means everything': special educators perceptions' of relationships and relational competence2021In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 36, no 5, p. 671-685Article in journal (Refereed)
    Abstract [en]

    A compelling body of international research demonstrates that a positive, supportive teacher-student relationship is essential for students’ development, especially for at-risk students. In this article, the educator’s ability to build such relationships is discussed in terms of ‘relational competence’. Special educators’ relational competence is a largely unexplored topic. This article contributes by reporting on an interview study with 21 experienced special educators. The study focuses on the educators’ perceptions of their relationships and relational competence. Two research questions (RQs) are explored: (1) What is the role of social relationships in (successful) work as a special educator? and (2) How is the relational competence of special educators realised in practice? The results are presented in themes and subthemes, and are supported by significant quotes. Regarding RQ 1, the study shows that the informants perceive positive social relationships as fundamental in their work and relational competence as particularly important in their profession. The results for RQ 2 show that relational competence is realised by an accepting attitude in the ‘here and now’; by finding a personal connection to the student; and by building trusting relationships over a longer period of time. Comments on implications for special education teacher preparation are provided.

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  • 10.
    Aspelin, Jonas
    et al.
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Research environment Special Education (SpecPed).
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Research Platform Collaboration for Education.
    Pre-service special educators’ understandings of relational competence2021In: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, p. 1-12, article id 678793Article in journal (Refereed)
    Abstract [en]

    Research demonstrates that the teacher-student relationship is essential for students with special educational needs. This article investigates how pre-service special educators (n = 74) perceive teachers’ relational competence, as manifested in their relations with students exhibiting behavioral difficulties. The data comprises educators’ written analyses of teacher-student interactions simulated through digital video, both before and after being provided with explicit criteria on teachers’ relational competence. The findings reveal a change in the educators’ perceptions as they shift from a focus on teaching strategies and the learning environment toward an awareness of teacher-student interaction, and from the teacher’s management of problematic student behavior toward an acknowledgment of the communicative and socio-emotional challenges in contexts involving students with different needs.

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  • 11.
    Barow, Thomas
    et al.
    Högskolan i Borås.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment.
    Bildning för alla!: en bok tillägnad Jerry Rosenqvist2012In: Bildning för alla!: en pedagogisk utmaning / [ed] Thomas Barow & Daniel Östlund, Kristianstad: Högskolan Kristianstad , 2012, p. 7-8Chapter in book (Other academic)
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  • 12.
    Barow, Thomas
    et al.
    Högskolan i Borås.
    Östlund, DanielKristianstad University, School of Education and Environment.
    Bildning för alla!: en pedagogisk utmaning2012Collection (editor) (Other academic)
    Abstract [sv]

    Sedan mer än 200 år har ”Bildning för alla!” varit en pedagogisk utmaning. Devisen är knuten till tankar om likvärdighet, delaktighet och allas rätt till utbildning i ett inkluderande samhälle, men i boken betonas samtidigt de pedagogiska utmaningar som dessa intentioner för med sig. I antologin tar 26 författare från de nordiska länderna och Storbritannien upp aktuella frågor som på olika sätt knyter an till uppgiften om hur utbildningssystemet kan utvecklas i förhållande till elevers olikheter. I boken behandlas teman som varit centrala i forskningen hos professor Jerry Rosenqvist, som nu efter mer än fyra decennier av pedagogisk verksamhet går i pension. Boken tillägnas honom.

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  • 13.
    Barow, Thomas
    et al.
    Göteborgs Universitet .
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Stuck in failure: comparing special education needs assessment policies and practices in Sweden and Germany2020In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 6, no 1, p. 37-46Article in journal (Refereed)
    Abstract [en]

    The definition for special education needs (SEN) and the policies for its assessment varies widely between countries. This paper aims to investigate similarities and differences through a Swedish-German comparative approach. Based on the distinction between categorical and relational perspectives as expressions of specific thought styles, 58 SEN assessment reports from both countries were qualitatively analysed. The results demonstrate the maintenance of the categorical perspective in terms of focusing on the pupil’s ‘failure’. This result is even more notable in the German examples than the Swedish cases. Exceptionally and in both countries, a relational perspective emerges, taking teaching and the social environment into account. In conclusion, we suggest a flexible SEN approach with a stronger emphasis on the relation between the individual and the learning environment.

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  • 14.
    Barow, Thomas
    et al.
    Gothenburg University.
    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 significance of SEN assessment, diagnoses, and pschometric tests in inclusive education: studies from Sweden and Germany2018In: Testing and inclusive schooling: international challenges and opportunities / [ed] Björn Hamre, Anne Morin, Christian Ydesen, London: Routledge, 2018, p. 231-248Chapter in book (Other academic)
  • 15.
    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 1469-591X, Vol. 34, no 5, p. 678-691Article 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.

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  • 16.
    Hanreddy, Amy
    et al.
    USA.
    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.
    Alternate curricula as a barrier to inclusive education for students with intellectual disabilities2020In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 12, no 3, p. 235-247Article in journal (Refereed)
    Abstract [en]

    Although intellectual disability is a culturally defined and often fluid concept, individuals with this label are often at the greatest risk of isolationand low expectations, particularly within school environments. Despite institutional narratives on educating and raising expectations for “all”students, the use of alternate curricula for individuals with intellectual disabilities creates a structural barrier that explicitly designates studentsas incapable of using the same curriculum as nondisabled peers. Through exemplars in the United States and Sweden, the authors argue theuse and expansion of alternate curricula is an international trend with troubling short- and long-term consequences for students. In Sweden, anational alternative curriculum is required for all students with intellectual disabilities. In the United States, adoption of alternate achievementstandards varies by state; yet, the use of alternate curricular materials in self-contained classrooms is widespread despite questionable alignmentto general education standards. In addition to the challenges posed by a separate curriculum for students with intellectual disabilities,approaches to promoting authentic engagement and learning in the context of general education settings and curricula are discussed.

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  • 17.
    Ohlsson, Lisbeth
    et al.
    Malmö högskola.
    Andersson, Helena
    Malmö högskola.
    Assarson, Inger
    Malmö högskola.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Schools´ efforts to create inclusive learning environments2016Conference paper (Refereed)
    Abstract [en]

    The study is part of a three-year schoolimprovement program in Sweden on creating inclusive learning environments, comprising several organizational levels from policy and management level to classroom praxis (http://www.ifous.se/programomradenforskning/inkludering/). Research on inclusive education in an international context frequently focuses the placement of individual students, administrative and organizational problems and attitudes towards policy and steering documents (Forlin, Douglas & Hattie, 1996 ; Ainscow & Miles, 2008 ). Often, a praxis of exclusion is built into educational systems (Van de Putte & De Schauwer, 2013 ) where thinking of students in categories forces pedagogues into locked positions (Tetler, 2000 ). In school development, the formation of teachers into teams may play a central part as an improvement strategy (Nordholm and Blossing, 2014 ). The aim of the present study is to document and analyze the processes experienced by 32 school teams, chosen by their school leaders in 12 municipalities to implement the intentions to create inclusive learning environments in their schools. The research interest focuses how the informants describe pedagogical and didactic prerequisites and organizational conditions and how they acted when implementing inclusive learning environments in the local school context, their role and legitimacy, the support structures and the signs of change they have seen towards a more inclusive learning environment during the developmental program. The methodological approach is inspired by on Social Justice, Equality and Solidarity in Education PAPERS 157 going evaluation (Ahnberg, Lundgren, Messing & von Schantz Lundgren, 2010) as a way to contribute knowledge about longitudinal developmental processes in school development close to local school context and praxis. Group interviews with the members of the teams were conducted each year in a dialogic manner with the ambition to give continuous feed back to the school teams as a way to promote developmental learning during the program. Except for visits to the schools and interviews, the researchers took part in seminars within the program and collected written documentation from the schools. The research interest concerns intentions expressed by the teams in the beginning of the program, the processes during the implementation phases and a final evaluation after three years. Data was analyzed according to qualitative content analysis and contains a rich variety of experiences and thick descriptions from the participants. Significant shifts of perspectives during the three years appear in the findings displaying how school problems and student-perspectives were understood, how the concept of inclusion was interpreted and enacted, how the teachers used analysis and reflection to promote inclusive learning environments and how frustration and insecurity among staff was transferred into collegial cooperation. The main shifts can be described in terms of taking steps from ideology to implementation, from being stuck in locked group constellations to finding flexible solutions, from seeing the teacher as the carrier of problems to collegial professionalism, and from viewing the student as the carrier of problems to analysing difficulties on several levels. School development related to inclusive learning environment is a democratic issue relevant in a Nordic as well as a global educational context and the complexity of educational organisation on different levels (Scheerens, 2015). 

  • 18.
    Persson, Ann-Elise
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Specialpedagogisk forskningsmiljö.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Specialpedagogisk forskningsmiljö.
    Furutorp goes digital: delrapport I2013Report (Other academic)
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  • 19.
    Rosenqvist, Jerry
    et al.
    Kristianstad University College, School of Teacher Education.
    Bengtsson-Tingvar, Anita
    Kristianstad University College, School of Teacher Education.
    Christiansson-Banck, Ulla
    Kristianstad University College, School of Teacher Education.
    Gislén, Ewa
    Kristianstad University College, School of Teacher Education.
    Jensen, Lena
    Kristianstad University College, School of Teacher Education.
    Palla, Linda
    Kristianstad University College, School of Teacher Education.
    Ohlsson, Lisbeth
    Kristianstad University College, School of Teacher Education.
    Östlund, Daniel
    Kristianstad University College, School of Teacher Education.
    Specialpedagogik i mångfaldens Sverige: delstudie II: särskoleelever med utländsk bakgrund i storstäder2009Report (Other academic)
    Abstract [sv]

    I föreliggande rapport - den andra inom projektet "Specialpedagogik i mångfaldens Sverige" presenteras resultat från en studie av särskoleelever med utländsk bakgrund i Stockholm, Göteborg och Malmö i ett samarbetsprojekt mellan Specialpedagogiska institutet/Specialpedagogiska skolmyndigheten och Högskolan Kristianstad.

  • 20.
    Segerby, Cecilia
    et al.
    Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Rubin, Maria
    Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed).
    Håkansson, Gloria
    Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Ahlqvist, Kerstin
    Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Examining and developing preservice special education teachers' relational competence in a university professional oral course2021In: RCEN, 2021, Sacramento / [ed] Alexander Sidorkin, 2021Conference paper (Other academic)
    Abstract [en]

    The overall purpose of the study is to gain a deeper understanding of how the course "Professional Conversation" can contribute to developing preservice specialist teachers in mathematics, `reading and writing´ and intellectual disability, relating to their relational competence to colleagues. In this study, the concept of relational competence is used to define teachers’ ability to build positive relationships with colleagues during professional conversations and is inspired by Aspelin (2018) and Skibsted and Matthiesen (2016). From a relational perspective, the learning is not in the individual or in the collective, the learning instead appears in the gap. The gap should not be conquered, since it is in the gap the learning interaction appears (Biesta, 2004).

     

    Data have been collected on two occasions, autumn 2019 with 47 students and autumn 2020 with 15 students. The data collections involved a qualitative questionnaire study before and after the 10-week course. At the end of the course, the students’ reflected on their competence as a professional oral conversation leader in a report, which also was collected. Apelin’s and Jonsson’s (2019) Relational Competence Model (RCM), will be used as an analysis tool, and it divides relational competence into three sub-competencies: communication, differentiation, and socioemotional. During Spring 2021 the data will be analyzed.

     

    Aspelin, J. (2018). Lärares relationskompetens. Vad är det? Hur kan den utvecklas? Stockholm: Liber förlag.

     

    Aspelin, J., & Jonsson, A. (2019). Relational competence in teacher education. Concept analysis and report from a pilot study. Teacher Development, 23(2), 264-283.

     

    Biesta, G. (2004). " Mind the Gap!" Communication and the Educational Relation. Counterpoints, 259, 11-22.

     

    Skibsted, E., & Matthiesen, N. (Eds.) (2016). Relationskompetencer i laereruddannelse og skole. [Relational competence in teacher education and school; in Danish]. Fredrikshavn: Dafolo.

  • 21.
    Shurr, Jordan
    et al.
    Queen’s University, Kingston, Canada.
    Minuk, Alexandra
    Queen’s University, Kingston, Canada.
    Holmqvist, Mona
    Malmö University.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Ghaith, Nehal
    Queen’s University, Kingston, Canada.
    Reed, Brenda
    Queen’s University, Kingston, Canada.
    Parent perspectives on inclusive education for students with intellectual disability: A scoping review of the literature2021In: International Journal of Developmental Disabilities, ISSN 2047-3869, p. 1-11Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to collect and analyze research on inclusive education from the perspective of parents of students with intellectual disability (ID). The review examined characteristics and trends related to geographical origin of research, design, data collection, publication source and year, source of data, age of individuals with ID, and research focus. The initial database search produced a total of 2,540 non-duplicated articles published between 1994 and 2019. In total, 63 articles were included from the initial search and a subsequent ancestry search. The results show a significant increase in publication on the topic in the final one-tenth of the review time parameter, suggesting a continued upward trend. The majority of articles were qualitative in design, used interviews and surveys to collect data, and focus on the perspectives and beliefs of parents on inclusive education. Gaps in the existing set of research included a lack of family perspectives beyond that of mothers (e.g. father, grandparent) and a limited focus beyond perspectives and beliefs, to that of parent experiences of inclusive education.

  • 22.
    Shurr, Jordan
    et al.
    Canada.
    Minuk, Alexandra
    Canada.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Research environment Special Education (SpecPed).
    Holmqvist, Mona
    Malmö Universitet.
    Ghaith, Nehal
    Canada.
    Reed, Brenda
    Canada.
    Inclusive education and intellectual disability: a systematic review of parent perspectives2021Conference paper (Other academic)
    Abstract [en]

    Inclusive education has been a topic of intense interest and some debate of late. While the concept of inclusive education has been somewhat settled for students with high incidence disabilities, the debate continues for those with more significant support needs (Norwich, 2008). And, for this population, the focus of inclusive efforts has transformed over recent history. While it appears that there is a clear trajectory of inclusive education history thus far, this is not necessarily reflective in current policy and practice, nor in public discourse. While there are similarities among these definitions and the many others published, differences exist regarding the focus on either specific elements of access or the broader principles or attitudes meant to guide the educational experience. In addition to conflicts in the research literature and differences among authoritative definitions, it is clear that perception of inclusion is often not based on a shared understanding of what is and what is not inclusion—specifically in the context of education for students with intellectual disability. The discussion in some way reflects the tension between the pragmatic or contextual versus the related philosophical elements. It appears that differences in opinion, in the case of inclusive education for students with significant support needs, could be attributed to a lack of clarity or shared understanding of the term. This topic is the central focus of this presentation with a specific lens on the parent perspective and intellectual disability.

    Parent involvement in education is closely linked to student performance. Depth of understanding this perspective can lead to benefits in practice as schools can more effectively partner and with families, and with research, as scholars can build toward more coherent understanding and further exploration of related issues related. In working to understand the perspectives of individuals or groups on concepts as complex and nuanced as inclusion, it can be helpful to capture the current and previous research while highlight the similar and contrasting features with a global reach. Cross-national comparative can highlight the broad spectrum of ideas and variables related to a concept of interest (Crossley & Watson, 2003). Such comparison of data can help reveal similarities across contexts as well as data that may be more accurately understand in a particular national context.

  • 23.
    Tetler, Susan
    et al.
    Malmö högskola.
    Elandsson, Magnus
    Malmö högskola.
    Lutz, Kristian
    Malmö högskola.
    Öhman, Malin
    Linköpings kommun.
    Kotte, Elaine
    Malmö högskola.
    Andersson, Helena
    Malmö högskola.
    Assarson, Inger
    Malmö högskola.
    Ohlsson, Lisbeth
    Malmö högskola.
    Östlund, Daniel
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Lang, Lena
    Malmö högskola.
    Thimgren, Pia
    Malmö högskola.
    Från idé till praxis: vägar till inkluderande lärmiljöer i tolv svenska kommuner. Forskarnas rapport 2015:22015Report (Other academic)
    Abstract [sv]

    Denna forskningsrapport utgår ifrån det treåriga FoU-programmet ”Inkluderande lärmiljöer” som startade hösten 2012 med 31 deltagande grundskolor fördelade på tolv kommuner. Malmö högskola har sedan programmets start följt de skolutvecklingsprocesser som skett på flera nivåer: 1) på kommunal nivå, där de tolv kommunernas förvaltningschefer och inkluderingskoordinatorer varit en drivande kraft i processen med att utveckla inkluderande lärmiljöer i deras respektive kommuner, 2) på institutionell nivå, där det primärt varit fokus på hur inkluderande ledarskap avspeglats i programmet med utgångspunkt i de deltagande skolornas rektorer, och 3) skolornas lärmiljöer, där de konkreta pedagogiska och didaktiska anpassningar utvecklats och implementerats, för att skapa förutsättningar för delaktighet och goda villkor för alla barns lärande. Malmö högskolas forskning som följt projektet kan karaktäriseras som en ”multi-site” och ett ”multi-researcher”-projekt, som byggt på ett dialogiskt och respektfullt samarbete med FoU-programmets övriga parter: aktörer från de tolv kommunerna och 31 skolorna, Ifous (Innovation, forskning och utveckling i skola och förskola) samt SPSM (Specialpedagogiska skolmyndigheten).

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  • 24.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Alla elevers inflytande över sitt eget lärande2017Other (Other academic)
    Abstract [sv]

    Innehållet i artikeln lyfter betydelsen av att alla elever ges möjlighet att utöva inflytande i det egna lärandet. Lärarens relationskompetens betonas som en central aspekt i lärmiljön för att skapa undervisning som ger eleverna möjlighet att påverka undervisningens utformning och innehåll. I arbetet med elevers aktiva medverkan i lärandeprocessen beskrivs utvecklande av metakognitiva strategier och kamratlärande som framgångsrika arbetssätt. Genom artiklen får läsaren möjlighet att reflektera över er egen undervisning i syfte att öka elevers inflytande samt hur utvärdering och återkoppling kan användas som stöd i arbetet. Syftet är att läsaren utvecklar en djupare medvetenhet kring hur olika förutsättningar som ges för elever att utveckla kunskap om och förståelse för sin egen lärprocess kan bidra till ett ökat lärande.

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  • 25.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Att anpassa undervisningen efter eleverna2017Other (Other academic)
    Abstract [sv]

    Innehållet i artikeln lyfter praktiknära forskning som synliggör hur olika skolor har arbetat med att skapa inkluderande undervisning för att möta elevers olikheter. I denna forskning ger lärare exempel på hur de arbetar med stödjande strukturer i lärmiljön. 

    I artikeln belyses även Universal Design for Learning (UDL) som är ett ramverk för inkludering när det gäller planering, genomförande och utvärdering av undervisning. 

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  • 26.
    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.
    Att erbjuda elever möjlighet att ta till sig kunskaper på olika sätt2018Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Den här texten tar sin utgångspunkt i att information behöver presenteras på ett tillgängligt sätt för elever, eftersom olika elever har olika strategier för att känna igen, tolka och förstå olika typer av information. Det innebär att undervisningen behöver planeras så att varierande och flexibla metoder används för att presentera information. En undervisning som är tillgänglig för den variation av elever som finns i en klass är grunden för att alla elever ska ges möjlighet att utvecklas så lång som möjligt. Målsättningen med att utveckla en tillgänglig lärmiljö är att alla elever ska kunna delta utifrån sina egna förutsättningar, erfarenheter och att kunna utöva inflytande över sin utbildning. Med utgångspunkt i att det finns en naturlig variation i elevgruppen som undervisas, kan vi anta att eleverna behöver erbjudas en varierande undervisning som bygger på att eleverna lär på olika sätt och har olika strategier för att t.ex. känna igen mönster. Det innebär att när nytt stoff eller ny information skall introduceras för en grupp, behöver presentationen bygga på elevernas olika sätt att lära och att ta till sig information. 

  • 27.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Avsnitt 59: Bedömning av elever med intellektuell funktionsnedsättning2021Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Bedömning av elever med intellektuell funktionsnedsättningHur kan du som lärare arbeta med bedömning av elever som går integrerade, det vill säga elever som har intellektuell funktionsnedsättning och som läser i grundskolan, men följer grundsärskolans läroplan? Medverkar gör Daniel Östlund, Daniel Östlund, docent vid Högskolan i Kristianstad och Therese Lindahl, rådgivare på SPSM. Samtalsledare är Erika Bergman, pressekreterare på SPSM.

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  • 28.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Avsnitt 60: Tillgänglighet och delaktighet för elever med intellektuell funktionsnedsättning2021Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hur skapar man en tillgänglig lärmiljö när det kommer till elever mottagna i grundsärskolan som är integrerad i grundskoleklass?

    Samläsning ställer vissa krav på skolverksamheterna, de behöver förutsättningar och verktyg för att kunna skapa både en social och pedagogisk delaktighet och vad säger forskningen om detta? Medverkande är Linda Petersson Bloom, rådgivare på Specialpedagogiska skolmyndigheten och doktorand, samt Daniel Östlund, docent vid Högskola Kristianstad. Samtalsledare är Erika Bergman.

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  • 29.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment.
    Deltagandets kontextuella villkor: fem träningsskoleklassers pedagogiska praktik2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis 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 training school (Sw. Träningsskola), and the contextual and interactional conditions that characterizes this educational setting. The study is expected to contribute to a deeper understanding of the pedagogical praxis in the training School and the pupils’ possibilities to be agents within the processes of interaction, participation and learning. The thesis 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 the pedagogical practice in training school was defined by six different areas: Circle time, One-to-one tuition, Group joint education, Snack time/ lunch, Breaks and play-time and Transitions.  In the interaction between the pupils and the staff the pupils’ positions was constructed as: 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 and The playing pupil.  A starting point for further research involves studying how students' participation is constructed in more inclusive settings i.e. in interaction with other children who do not have such extensive disabilities. 

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  • 30.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Elevassistenter: en möjlighet eller ett hinder för elevers inkludering och delaktighet2017In: Specialpædagogik, ISSN 0107-0649, Vol. 37, no 3/4, p. 106-117Article in journal (Other academic)
    Abstract [sv]

    Syftet med föreliggande text är att diskutera vad elevassistentrollen karaktäriseras av i relation till elevernas möjlighet till att vara delaktiga i såväl undervisning som sociala aktiviteter i skolan.  Yrkesgruppen har dock inte fått särskilt mycket uppmärksamhet i den skandinaviska utbildningsforskningen. Det finns överhuvudtaget bristfällig information om gruppen i t.ex. officiell statistik och det är svårt att överblicka hur många elevassistenter som arbetar i de Skandinaviska länderna för närvarande.   I de nordiska länderna har, precis som i England, elevassistenter sedan några decennier tillbaka blivit en central aktör inom skolan som arbetar nära eleverna, främst de med olika typer av funktionsvariationer. De anställs i allmänhet som en specialpedagogisk insats och förväntas att arbeta med en elev som är i behov av stöd i undervisningen. I de nordiska länderna är dock informationen om yrkesgruppen knapphändig och det går inte att får fram någon tillförlitlig statistik kring hur många som arbetar som elevassistenter i de olika nordiska länderna, vad de har för utbildning, om de är män eller kvinnor, hur gamla de är, hur många år de varit inom yrket och inte minst hur villkoren för deras pedagogiska arbete ser ut. Den svenska forskningen om yrkesgruppen är ringa och dessvärre finns ytterst lite officiell statistik att tillgå om gruppen. Vid några inledande sökningar med sökordet ”elevassistent*” i libris.se, swepub.se och DIVA resulterar i ett fåtal forskningspublikationer, en handfull handböcker för elevassistenter och ett 50-tal studentuppsatser på kandidat- eller magisternivå.

    Både skandinavisk  och mer internationell forskning pekar på att användningen av elevassistenter är väl etablerad i många länder och ofta en grundläggande förutsättning för inkluderande arbetssätt. I forskningen poängteras dock att det finns brister i kunskapen om hur yrkesgruppen, främst gällande vad deras yrkesutövning karaktäriseras av, vilken typ av utbildning de har och hur deras arbete bidrar till en öka måluppfyllelse hos eleverna sett både till akademiska prestationer och socialisering. I gemensam utgångspunkt för är dock att elevassistenter i allmänhet anställs och används i skolan för att göra det möjlighet för elever med funktionsvariationer att delta i undervisningen. För att summera finns det stöd i både större forskningsöversikter och enstaka studier för att problematisera elevassistentens arbete och yrkesroll i både s.k. mainstream undervisning och i specialundervisning. Sammanfattningsvis verkar elevassistenterna oavsiktligt att ersätta lärarnas roll och bidra till en minskad kontakt och interaktion mellan elever med funktionsvariationer och andra elever. I flera studier framkommer också att elevernas måluppfyllelse kan påverkas negativt utifrån hur elevassistenten väljer att agera i förhållande till eleven. Dessutom kan elevassistentens närvaro bidra till en känsla av utanförskap och stigmatisering hos eleven bidra till osjälvständighet och ett ökat vuxenberoende.

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  • 31.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    First-teachers as school improvement agents2017Conference paper (Refereed)
    Abstract [en]

    The Swedish school system has go through a number of extensive reforms since 2011: a new school legislation and new curriculum for the compulsory school. In 2013 a new career reform was launched with the aim to provide new career paths for teachers within the profession,reward skilled teachers and create conditions for school development. This reform has introduced a new category of teachers - ‘first-teachers’ – which are expected to work with school improvement with the aim to improve student achievement. The study is conducted within the tradition of participatory-oriented research using a research circle as a methodological framework. This paper aims to describe and analyze eight special teachers’experiences of working their first year as “first-teachers” in schools with self-contained classrooms for students with intellectual disabilities. The research circle described in this paperis carried out together with the eight members with myself as the participating researcher. The data presented in this paper is a small portion of data from an ongoing project about “firstteachers”work with school improvement processes. The study is conducted within the tradition of participatory-oriented research using a research circle as a methodological framework. The research issue concerns the questions the participating special teachers ask themselves in their everyday work with together with other special teachers, paraprofessionals and students with intellectual disabilities. In the research conducted in a research circle, the aim is that there should be an interaction between researchers and professionals so that both parties change theirview of the research problem. All participants is working in schools with self-containedclassrooms for students with intellectual disabilities. The work of the research circle is led byme over a period of over two semesters and will include a total of ten meetings and is documented with a digital voice recorder and with field notes. The analysis of the data materialis influenced by the work of Lipsky (2010) on street-level bureaucracy.

  • 32.
    Östlund, Daniel
    Malmö högskola.
    Interactional resources used in dialogues between pupils with profound and multiple learning difficulties and staff in the special school. Paper presented at the Nordic Educational Research Association's (NERA) 38th Congress, March 11-13, Malmö, Sweden2010Conference paper (Other academic)
    Abstract [en]

    Much of the research on school settings for pupils with profound and multiple learning difficulties (PMLD) has focused on the pupils special needs as learners and on what special skills teachers need to work effectively with the pupils (Ware, 2005[1]; Nind, 2007[2]). In a Swedish context there has been some research from an interaction point of view on pupils with PMLD focusing the interaction with their parents (Wilder, 2008[3]), some research (Anderson, 2002[4]) with a focus on interaction between pupils and staff has been made in a training school context. In the work with my thesis the overall aim is to explore, describe and analyze the use of interactional resources in everyday life in the special school and to explore how the pedagogical praxis is constructed out of the use of the participants’ interactional resources.  The study also tries to explore what kind of learning- and socialization processes the special school setting offers the participants.

    This paper tries to explore interactional resources used by staff (teachers and assistants) and pupils with PMLD in everyday life situations in special school classrooms with a focus on what resources is used when members of the staff or pupils are trying to initiate and maintain interaction with each other.

    The study draws on a theoretical framework that is influenced by ethnometodological work, where the participant’s social actions and the participant’s methodical ways of making sense in a social setting are in focus.

    The design of the project is inspired by an ethnographic approach and is constructed as a classroom study. The empirical material is collected by participatory observations, by video recordings and by focus group sessions with the members of the staff. The data presented in this paper derive from video recordings that were made during spring 2009 in two training school classes and all together eight pupils (age 8-17 - two boys and six girls) and 10 members from the staff (two special teachers, music teacher, psychical education teacher and six assistants - all women) participated in the study. In this paper a small portion of the total video recordings (about 50 hours) is transcribed and analyzed. Detailed transcripts have been made out of the data from video recordings using conversation analytic notations considering both verbal and non verbal actions in the interaction between pupils and staff members. The analytic approach is inspired by Conversation Analysis (CA) and provides detailed analysis of the use of interactional resources used when the participants in the material initiates and tries to maintain interaction with each other.

    The results in this study are supposed to be of relevance for the understanding of the pedagogical praxis in the special schools and by studying interaction between pupils and staff in the special schools this paper also intend to explore patterns in the interaction and bring new perspectives on teaching and interaction in the special school for pupils with profound and multiple learning difficulties.

    [1] Ware, J. (2005). Profound and multiple learning disabilities in Lewis, A. & Norwich, B. (2005). Special teaching for special children?. Berkshire: Open University press.

    [2] Nind, M & Thomas, G. (2007). Reinstating the value of teachers’ tacit knowledge for the benefit of learners: using ‘Intensive Interaction’. Journal of Research in Special Educational Needs Volume 5  Number 3 2005 pp. 97–100.

    [3] Wilder, J. (2008). Proximal processes of children with profound multiple disabilities. Stockholm: Stockholm University, Department of psychology

    [4] Anderson, L. (2002). Interpersonell kommunikation: en studie av elever med hörselnedsättning i särskolan. Diss. Lund : Univ., 2002

  • 33.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment.
    Interactional resources used in resistance- and disciplinary work between pupils with PMID and teams in the everyday life in training school2012Conference paper (Other academic)
    Abstract [en]

    The thesis should be regarded as a contribution to the development of knowledge about the social actions taking place in the educational setting for pupils with PMID in Sweden (the training school) and the contextual and interactional conditions that characterizes this educational setting. The study's overall purpose is to analyze the participation and interaction within the framework of the training school's contextual conditions.  Participation in this study refers to how the teams and students jointly create interaction in classrooms, the patterns produced by the interaction and how participants interact with each other and tries to achieve coordinated and joint actions and joint intersubjectivity. A special focus is placed on patterns of interaction and organization of interaction in the classroom.

    This paper tries to explore interactional resources used by teams (teachers and assistants) and pupils with PMID in everyday life situations in classrooms with a focus of their use of interactional resources in resistance- and disciplinary work.  

    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 t 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 presented in this paper derive from video recordings that were made during spring 2009 and spring 2010 in five training school classes and all together eight pupils (age 6-19, eleven boys and nine girls) and 27 members from the teams (nine special teachers,  two music teachers,  one psychical education teacher and 16 assistants) participated in the study.

    In this paper a small selection of the total video recordings (about 40 hours) is transcribed and analyzed. The analytic approach is inspired by Goffmans dramaturgical framework and by an ethnometodological perspective and provides detailed analysis of the use of interactional resources used by pupils doing resistance and the team's work with disciplining the pupils in everyday life situations. The results in this study are supposed to be of relevance for the understanding of the pedagogical praxis in the training schools and by studying interaction between pupils and teams within this context this paper also intend to explore patterns in the interaction and bring new perspectives on the on pupils and teams doing resistance- and disciplining the pupils. The study is expected to contribute to a deeper understanding of the pedagogical praxis in the training School and the pupils’ possibilities to be agents within the processes of interaction, participation and learning.

  • 34.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Low-incidence learners in Sweden: supporting systems and social interactions in education2015In: Including Learners with Low-Incidence Disabilities / [ed] Chris Forlin, Elizabeth A. West, Emerald Group Publishing Limited, 2015, p. 221-240Chapter in book (Other academic)
    Abstract [en]

    This chapter focuses on the participation and social interaction of pupils with low-incidence disabilities in the Swedish educational system with the goal of relating policies and practices in education for learners with low-incidence disabilities. Sweden has a welfare system that ensures that all low-incidence learners and their families receive support in education and in their everyday life. The research section concentrates on studies that focus on participation and social interaction in an educational context (training school), which is an adapted education program for low-incidence learners characterized by its high staff ratio and individualized forms of teaching. Despite legislation, policies, and intentions that Swedish schools shall include all pupils, it is still a challenge for the Swedish school system to provide education for low-incidence learners in inclusive environments. Research shows that low-incidence learners primarily have vertical relations with teachers and assistants in school, and that there is a lack of horizontal relationships with peers. The greatest challenge is to create learning environments that contribute to building relationships between low-incidence learners and learners without disabilities.

  • 35.
    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.
    Lärande genom tillgängliga och multimodala arbetsformer2018Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    I den här texten är skolans utveckling till att använda varierande arbetsformer som utvidgar elevernas möjligheter att ta till sig undervisningens innehåll och elevernas möjligheter att visa vad de lärt sig i fokus. En utökad repertoar av arbetsformer i undervisningen ökar elevernas engagemang och möter den variation av olikheter som alltid finns i en grupp eller en klass. Utgångspunkten är det som inom Universal Design for Learning, UDL, benämns som ”multiple means of action and expression”. Om det i en grupp eller klass finns en elev som har en synnedsättning, en elev med Downs syndrom, en tredje som möter utmaningar i relation till de exekutiva funktionerna kommer det att finnas en variation i hur de navigerar i lärmiljön. Det kan även förväntas att de bearbetar information och uttrycker sig på olika sätt. Genom att ge eleverna valmöjligheter i förhållande till hur de vill ta del av och bearbeta stoff i undervisningen och även ger möjligheter att för eleverna att välja hur de vill visa vad de lärt sig, ökar elevinflytandet och det bidrar till att eleverna blir mer engagerade i sitt lärande (Meyer, Rose & Gordon, 2014).

  • 36.
    Östlund, Daniel
    Kristianstad University College, School of Teacher Education.
    Lärande och socialisation i träningsskolan: ett försök till en interaktionistisk analys2008Conference paper (Refereed)
  • 37.
    Östlund, Daniel
    Kristianstad University College, School of Teacher Education.
    Lärarprofessionalisering: några perspektiv på särskollärares arbete, undervisning och utbildning2007Report (Other academic)
  • 38.
    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.
    Om inkludering är något mer än fysisk placering: vad kan det då vara?2019In: Samverkan för inkludering: som möjlighet och utmaning, Örebro, 2019, Vol. 1Conference paper (Other academic)
    Abstract [sv]

    Daniel Östlund är lektor i pedagogik med inriktning specialpedagogik vid Högskolan i Kristianstad och ingår i forskningsmiljön Forskning Relationell Pedagogik med ledningsansvar för forskningsgruppen Specialpedagogik. Hans forskning omfattar områden som bedömning inom grundsär- och gymnasiesärskola, speciallärares/specialpedagogers relationella kompetens och hur särskilt stöd till elever utreds och genomförs. Daniel har under de senaste åren varit med och tagit fram innehåll till moduler inom Specialpedagogik för lärande till Skolverket. Han har tidigare arbetat som elevassistent, fritidspedagog och specialpedagog.

    Daniel Östlunds presentation bygger på ett pågående forskningsprojekt The significande of SEN assessment, diagnoses and Psychometric tests in inclusive education: Studies from Sweden and Germany som  tar upp frågor om utredning av och beslutsfattande om specialpedagogiska behov inom elevhälsoteam. Projektet genomförs med Dr Thomas Barow, Göteborgs universitet. I projektet har medlemmar från elevhälsoteam med en utredande funktion (specialpedagog, speciallärare, logoped, psykolog) och med en beslutsfattande funktion (rektorer) i Sverige och i Tyskland intervjuats. Dessutom har ett 60-tal utredningar samlats in och analyserats. I presentationen kommer  främst underlagen från Sverige att presenteras.

  • 39.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment.
    Om speciallärare med inriktning utvecklingsstörning är svaret - vad är då frågan?2012In: Bildning för alla!: en pedagogisk utmaning / [ed] Thomas Barow & Daniel Östlund, Kristianstad: Högskolan Kristianstad , 2012, p. 145-158Chapter in book (Other academic)
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  • 40.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Special Education (SpecPed).
    Omsorgsarbete i träningsskolan2013In: Relationell specialpedagogik: i teori och praktik / [ed] Jonas Aspelin, Kristianstad: Kristianstad University Press , 2013, p. 95-105Chapter in book (Other academic)
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  • 41.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Pedagogical Practices and Everyday Life for Pupils with Profound Intellectual and Multiple Disability (PIMD) in Sweden2014Conference paper (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

  • 42.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Specialpedagogisk forskningsmiljö.
    Pedagogical praxis: an example from the training school2009Conference paper (Other academic)
    Abstract [en]

    This paper will present some findings from my ongoing work with my doctoral thesis. The study deals with questions about learning and socialization in special schools for pupils with moderate to profound and multiple learning disabilities (training school/träningsskola). The general aim in this paper is to deepen the knowledge about the teacher’s work in the training school during a period of change and contradictions to identify structures and themes in the teacher’s pedagogical praxis. With a reference to what is described as a dilemma perspective (Tetler, 2000; Clark, Dyson & Millward, 1998) a point of departure for the study is that teacher’s in the practical training school has to deal with the tension between care and pedagogy. To get a representation of the teacher’s work in this context this paper will study the interaction between pupils and teachers and describe the patterns, forms and content in their vocal- and non-vocal interaction in the classroom. A point of departure is that learning occurs in a social context and in collaboration with others, and the theoretical framework in the research is inspired by an interactionistic perspective. My specific research questions are: • What kind of patterns appears in the interaction between pupils and teachers in the classroom? • What kind of learning- and socialization processes appears in the verbal- and non-verbal interaction between pupils and teachers? The design of the project is inspired by an ethnographic approach and is constructed as a classroom study. The empirical material is collected by participatory observations, by video recordings and by interviews with the teachers and assistants. The video recordings are analyzed using techniques derived from what Scheff calls a part/whole analysis and from Goffman´s dramaturgic perspective. The process of analyzing one of the classroom studies is in progress and the findings so far will be presented in the paper. In this paper some findings from data-collection in a F-6 class in the training school with four pupils, one special teacher and three assistants will be presented.

  • 43.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.
    Pedagogiska relationer och strategier för elever med adhd2021Report (Other academic)
    Abstract [sv]

    Elever med adhd utgör en heterogen grupp och beroende på bland annat ålder och kön, och hur skolmiljön och relationer till lärare och kamrater fungerar så kan utmaningarna som eleverna möter under sin utbildning se olika ut. Den här texten utgår från generella strategier i undervisningen för elever med adhd. Den har sin bas i forskning om den aktuella elevgruppen och som, trots variationen inom elevgruppen och variationen i hur skolsituationen som helhet ser ut för eleverna, är förväntat användbara. Utgångspunkten för texten har varit att relatera till perspektiv på lärande och utveckling som är möjliga att använda sig av i olika typer av lärandemiljöer. I texten belyses, med bas i forskning, betydelsen av att elever med adhd ges möjlighet att bygga trygga och tillitsfulla relationer med sina lärare och klasskamrater så att de får en känsla av tillhörighet i det sammanhang och i den grupp som de tillhör. Här lyfts även vikten av att lärandemiljön kännetecknas av tillgänglighet och flexibilitet samt betydelsen av att skolan skapar arenor för samverkan mellan olika aktörer i elevernas nätverk. Texten har inspirerats av hur tillgänglig undervisning kan förstås utifrån ramverket Universal Design for Learning.

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  • 44.
    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.
    Professional development in formative assessment2019In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 63, no 7, p. 767-767Article in journal (Other academic)
  • 45.
    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.
    Professional development in formative assessment with students with moderate to severe intellectual disabilities: a summary of four school development projects2019Conference paper (Refereed)
    Abstract [en]

    This study investigates special teachers and paraprofessionals use of formative assessment for students with moderate to severe intellectual disability (ID). It draws on findings from school develoment projects that contains lesson observations, collection of lesson plans and interviews special teachers and paraprofessionals in four elementary schools in Sweden. A recent project (Anderson & Östlund, 2017) reported that there is still a lack of knowledge in working with formative assessment in the education for students with moderate to severe intellectual disability (ID in Swedish schools. Participants in the study presented represent a wide diversity in the level of education and experience. The special teachers had an academic education - about 5 years - however the paraprofessionals education varied a lot from some years of college education to no education at all. This diversity in the group of professionals has been a challenge in all four projects. The group of students in the participating classes, about 30 students, is in different ages from 6 years to 16 years and has varied forms of disabilities and comes from different cultures and socio-economic backgrounds.The results shows that the participants developed their feedback techniques, providing feedback on a task level, process level and self-regulation level. Another important improvement was the development of  multimodal materials to support the students to get access to the curriculum (fx. Video modelling, visual aids). From an overall perspective the different projects provided a change in teaching culture in all four schools: from a focus on ”taking care” of the students to working with the students PZD in all kind of learning situations.

  • 46.
    Östlund, Daniel
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University.
    Relationella och individuella perspektiv i undervisningen2019Report (Other academic)
    Abstract [sv]

    Lärande har i ett historiskt perspektiv ofta beskrivits som en process som är starkt förknippad med den lärande individens individuella ansträngningar. Det är dock ett synsätt som problematiserats i nyare forskning om lärande, där de sociala och relationella aspekterna av lärande poängteras i allt större utsträckning. Inte minst betonas läraren som en viktig faktor för att eleverna ska lyckas i skolan (Hattie, 2014). För att eleverna ska lyckas i sitt lärande är det därför betydelsefullt att eleverna möter en skolverksamhet som arbetar relationsskapande och erbjuder eleverna möjligheter att utveckla sitt lärande i relation till både vuxna (vertikala relationer) och andra elever (horisontella relationer) (Östlund, 2015). Om en utgångspunkt för elevernas lärande tas i ett relationellt synsätt förskjuts också idén om var lärandet pågår från den individuella tankeprocessen i elevernas huvuden, till de relationella sammanhang som eleverna ingår i under sina skoldagar. Hatties (2014) och Håkanssons och Sundbergs (2012) forskningsöversikter betonar bland annat vad som påverkar elevers resultat och att det finns förväntanseffekter, dvs. att lärares förväntningar på elever har betydelse för elevernas resultat. Jussim och Harber (2005), som gjort en metastudie på forskning om förväntanseffekter, pekar dock på att höga förväntningar på eleverna inte kan frikopplas från den relationella sidan av undervisningen utan måste bygga på en grundläggande omsorg om eleven. Förväntningarna behöver alltså vara grundade i en god lärar-elev relation. Jussim och Harber (Ibid.) poängterar också att förväntningarna från lärarens sida måste individualiseras och behöver varieras från elev till elev. De relationer som eleverna har i skolan, både de vertikala och de horisontella är betydelsefulla för elevernas lärande och utveckling i skolan och det är i relationerna som eleverna utvecklar en känsla av att vara delaktiga och att kunna utöva inflytande över sin skolsituation (Östlund, 2012).

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  • 47.
    Östlund, Daniel
    Kristianstad University College, School of Teacher Education.
    Samspel mellan personal och elever i träningsskolan2009Conference paper (Other academic)
  • 48.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Specialpedagogik i gymnasiesärskolan: en analys av tio pedagogers utsagor om specialpedagogikens funktion i den egna undervisningen2005Report (Other (popular science, discussion, etc.))
  • 49.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Students with profound and multiple disabilities in education in Sweden: teaching organisation and modes of student participation2015In: Research and practice in intellectual and developmental disabilities, ISSN 2329-7018, Vol. 2, no 2, p. 148-164Article in journal (Refereed)
    Abstract [en]

    This article examines education practice for students with intellectual and developmental disabilities in Sweden and the conditions by which it is characterised. It draws on results from the author's doctoral thesis, which analysed participation and interaction in five training school classes (Träningsskola) for students with profound and multiple disabilities, focusing on the organisation of the teaching and modes of student participation in educational practice. It examined the consequences of these modes and patterns of interaction that staff and students create together for participation. Empirical material was collected via classroom observations and 40 hours of video recordings in 5 classes in a training school, in spring 2009 and spring 2010. Study participants were 20 school students, aged 6 to 19 years (11 boys and 9 girls), and 28 members of the teaching teams (special teachers, music teachers, physical education teachers, and 16 assistants). The project design was inspired by an ethnographic approach and constructed as a classroom study. A small portion of the data was transcribed and analysed for use in this article. Detailed transcripts were created from data from video recordings, using conversation analytic notations to gauge the interaction between students and paraprofessionals. The analytic approach was inspired by “conversation analysis”, which provides a method of analysis of modes of participation used when students and staff members interact. Modes of participation that emerged related to varying expectations on students in different educational situations. Demands placed on the students in different activities elicited a range of responses: the attentive and responsive student; the emotionally engaged student; the choice-making, autonomous student; the exploring student; the inattentive student; the student as a recipient of care; and the playful student. There are implicit ideas in educational practice about the conditions under which students in training schools engage in participation, whether these students are aged 6 or 19 years of age. It is argued that more active styles of student participation would be encouraged with communicative, rather than individualistic teaching styles. In turn, this would provide more opportunities to create horizontal relationships with peers or with students without disabilities, or both.

  • 50.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Stöd till elever: en tillbakablick2016Other (Other academic)
    Abstract [sv]

    Den inledande delen handlar om skolans sätt att bemöta elevers olikheter och lärmiljö ur ett historiskt perspektiv. Ni får följa hur det svenska skolsystemet organiserat specialpedagogiskt stöd till elever från 1900-talets början fram till idag och hur det synliggörs i styrdokumenten. Delen handlar också om olika synsätt på elever och lärande. Ett begreppspar som beskrivs är det relationella respektive det kategoriska perspektivet som ger ett stöd i att förstå skolans varierande arbetssätt att möta elevers olikheter. 

    Syftet med delen är att ni ska få en förståelse för hur det specialpedagogiska stödet till elever har organiserats och förändrats över tid. Syftet med delen är även att ni ska få möjlighet att diskutera och problematisera hur olika perspektiv kan påverka hur undervisning och lärmiljö organiseras.

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