Professionalism, Governance and Inclusive Education -- A Total Population Study of Swedish Special Needs Educators

Autor/inn/en	Göransson, Kerstin; Lindqvist, Gunilla; Klang, Nina; Magnússon, Gunnlaugur; Almqvist, Lena
Titel	Professionalism, Governance and Inclusive Education -- A Total Population Study of Swedish Special Needs Educators
Quelle	In: International Journal of Inclusive Education, 23 (2019) 6, S.559-574 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klang, Nina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1441339
Schlagwörter	Foreign Countries; Special Education Teachers; Professionalism; Governance; Inclusion; Teacher Attitudes; Barriers; Role of Education; Teacher Role; Sweden + Suchen Sie Ihr Suchwort? Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Professionalität; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Inklusion; Lehrerverhalten; Bildungsauftrag; Lehrerrolle; Schweden
Abstract	Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs' interpretation of school difficulties and if these differences are influenced by SNEs' employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01