Social Service Utilisation in Relation to Class Setting -- A Longitudinal Study among Children with Mild Intellectual Disability in Sweden

Autor/inn/en	Olsson, Lena M.; Bengtsson, Staffan; Granlund, Mats; Huus, Karina; Andersson, Elisabeth Elgmark; Kåreholt, Ingemar
Titel	Social Service Utilisation in Relation to Class Setting -- A Longitudinal Study among Children with Mild Intellectual Disability in Sweden
Quelle	In: European Journal of Special Needs Education, 35 (2020) 4, S.544-558 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1726091
Schlagwörter	Social Services; Mild Intellectual Disability; Regular and Special Education Relationship; Student Placement; Foreign Countries; Students with Disabilities; Use Studies; Knowledge Level; Sweden + Suchen Sie Ihr Suchwort? Social service; Soziale Dienstleistung; Soziale Dienste; Schülerpraktikum; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Benutzerschulung; Wissensbasis; Schweden
Abstract	The aim of this study was to investigate if the type of class setting is related to the utilisation of disability-related services and child welfare services outside school over time among children with mild intellectual disability (ID). A quantitative study with a longitudinal and comparative design was carried out including data from archival records concerning service utilisation among 405 children. Children in special classes were more likely than children integrated into regular classes to utilise disability-related services. Integrated children who changed school setting from regular classes to special classes were more likely to begin to utilise such services and to increase the number of services utilised, compared to children who remained integrated. Professionals in social services and schools may need to improve their collaboration around families of children with mild ID when assessing needs and providing services. Special attention may need to be devoted to children integrated into regular classes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01