Participation and ICT : Students with Special Educational Needs in Upper Secondary School

Yngve, Moa

doi:10.3384/diss.diva-171890

Cited by 2 publications

(2 citation statements)

References 84 publications

(202 reference statements)

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“…The analysis shows that the teachers base these strategies on their experience that the students' learning and development benefit from integrated teaching (cf. Forsell, 2020;Skrtic, 1991bSkrtic, , 2005Yngve, 2020). However, our analysis indicates that, in order to facilitate long-term strategic development work with SNE in VET, many schools need to redesign the organisation of EHT (cf.…”

Section: The Vet Teachers' Work With Snementioning

confidence: 95%

“…The importance of interaction in SNE in VET is corroborated also by Ryökkynen and Räty (2022), who point to the importance of involving the entire learning environment in order to ensure a secure and including environment where students dare to ask questions and express their needs, which is also important in their future working life. In the research field of SEN in the Swedish upper secondary school, Yngve (2020) shows that there is a clear connection between high school absence, attending a vocational upper secondary school programme or having a neuropsychiatric diagnosis and students' perceived need for support in several school subjects. The results show that students experienced limited participation in most school activities and rarely received satisfactory adaptations, and that the need for student support was greatest in the upper secondary school foundation subjects, especially among students on vocational programmes.…”

Section: Previous Research On Vocational Education and Special Needs ...mentioning

confidence: 99%

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The vocational teacher, an inventor in special needs education: A study on Swedish vocational programmes

Holmgren,

Pettersson

2024

NJVET

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Upper secondary vocational education and training (VET) in Sweden has been subject to frequent educational policy reforms which have resulted in reduced numbers of students and student groups comprising many students with special education needs (SEN). These changes can be assumed to have resulted in increasing demands on VET teachers’ work with special needs education (SNE). The purpose of this study is to contribute knowledge about VET teachers’ conditions for, and work with, SNE in Swedish VET programmes. An analysis of interviews with 15 teachers from eight VET programmes revealed the following themes: 1) Framework factors in the learning environments affecting teaching and learning, 2) The schools’ organisation of special educational competence and the VET teachers’ application of special needs education, 3) Communicative teaching for increased knowledge of students’ strengths and needs, 4) Adaptations at individual and group level, 5) Integration of theory and practice, and 6) Reconsidering teaching approaches through follow-ups. The analysis, based on Skrtic’s theory, reveals a dichotomy in the VET teachers’ conditions for, and work with, SNE. In the schools, a bureaucratic approach is applied where overriding goals are attributed high value, while the VET teachers strive for an adhocratic approach where the teaching is based on their students’ needs. Based on Ainscow’s theory, the analysis shows that the VET teachers take an interactive learning environment-related approach, which means that, based on their understanding of the students’ difficulties, they develop adaptations to stimulate their students’ learning and development.

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Section: The Vet Teachers' Work With Snementioning

confidence: 95%

Section: Previous Research On Vocational Education and Special Needs ...mentioning

confidence: 99%

The vocational teacher, an inventor in special needs education: A study on Swedish vocational programmes

Holmgren,

Pettersson

2024

NJVET

View full text Add to dashboard Cite

show abstract

Implementation of information and communication technology to facilitate participation in high school occupations for students with neurodevelopmental disorders

Yngve,

Lidström

2023

Disability and Rehabilitation: Assistive Technology

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Participation and ICT : Students with Special Educational Needs in Upper Secondary School

Cited by 2 publications

References 84 publications

The vocational teacher, an inventor in special needs education: A study on Swedish vocational programmes

The vocational teacher, an inventor in special needs education: A study on Swedish vocational programmes

Implementation of information and communication technology to facilitate participation in high school occupations for students with neurodevelopmental disorders

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