School district administrators’ perspectives on the professional activities and influence of special educators in Norway and Sweden

Cameron, David Lansing; Lindqvist, Gunilla

doi:10.1080/13603116.2013.803609

Cited by 24 publications

(23 citation statements)

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“…Several studies have found that special educators increasingly function as expert advisors or consultants to teachers and parents, and spend less time working with individual pupils with special needs (Billingsley, ; Cole, ; Cameron & Lindqvist, ). Yet different countries obviously vary a great deal with regard to these changes and the approaches they apply to professional training.…”

Section: Resultsmentioning

confidence: 99%

“…In recent years, political and economic developments, such as the movement towards inclusive education, have had considerable influence on the special education profession in Scandinavia, as well as other regions of the world (Cameron & Lindqvist, ; Waitoller & Artiles, ). At the same time, the countries of Scandinavia have been lauded for their implementation of inclusive educational policies (for example, OECD, ), suggesting that research pertaining to inclusion and special education in this region is likely to be of interest to an international audience.…”

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confidence: 99%

“…Although limited, previous comparative research provides some insight into the field with respect to special education policy and practice. For example, Cameron and Lindqvist () found that 55% of school district administrators in Sweden and 37% in Norway reported a reduction in special educators’ teaching responsibilities in the five‐year period prior to that study. In contrast, increases were reported in many other areas of special educators’ work, including advising teachers, organisational development and documentation.…”

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A comparative study of special educator preparation in Norway and Sweden

Cameron¹,

Tveit²,

Jortveit³

et al. 2018

British J Special Edu

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The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils' social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context.

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Section: Resultsmentioning

confidence: 99%

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A comparative study of special educator preparation in Norway and Sweden

Cameron¹,

Tveit²,

Jortveit³

et al. 2018

British J Special Edu

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“…Su planteamiento contextualizador y multidisciplinar, involucrando a otros agentes sociales como los políticos u otras instituciones, continúa vigente en los países escandinavos (Cameron y Lindqvist, 2014;Lindqvist y Nilholm, 2014). Es de interés la propuesta que se hace en este documento al utilizar el concepto de «Barreras para el Aprendizaje y la Participación» frente al utilizado y acuñado por Warnock «Necesidades Educativas Especiales», concepto que pretendía ser una auténtica ruptura respecto de las prácticas y posiciones anteriores (Marchesi y Martín, 1990) pero que ha tenido críticas, entre las que destaca el empleo de este término como etiqueta para segregar a niños y jóvenes y ofrecerles un currículo alternativo.…”

Section: Discusión Confrontación Y Confluencias En Las Concepcionesunclassified

La Educación Inclusiva en Portugal y España: naturaleza y fundamentos

Ferreira¹,

Prado

Cadavieco

2015

Magister

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PALABRAS CLAVE Necesidades educativas especiales; Escuela inclusiva; Educación inclusiva; Prácticas inclusivasResumen En este artículo se presenta de forma descriptiva y comparativa cómo los sistemas educativos portugués y español han ido avanzando hacia una escuela para todos. La Educación Inclusiva apuesta por una escuela como comunidad educativa, defendiendo el ambiente de aprendizaje diferenciado y de calidad para todos los alumnos. Se trata de una escuela que reconoce y aborda las diferencias, dando sentido y significado a la diferencia en sí misma. De acuerdo con la filosofía de la escuela inclusiva, todos los niños deben ser educados en una escuela libre de barreras pedagógicas, administrativas y de gestión de recursos. Dado su idealismo deseable que asocia la inclusión, los derechos humanos y la equidad social, es fundamental que los docentes demuestren actitudes inclusivas en sus prácticas. © 2015 Facultad de Formación del Profesorado y Educación de la Universidad de Oviedo. Publicado por Elsevier España, S.L.U. Todos los derechos reservados. KEYWORDS Special educational needs; Inclusive school; Inclusive education; Inclusive practices Inclusive Education in Portugal and Spain: Character and basic conceptsAbstract This paper discusses from a descriptive point of view the path followed by the Portuguese education system and the Spanish education system in their movement towards a school for all. Inclusive education invests in a school as a learning community, defending a learning environment with differentiation and with quality for all students. It is a school that recognizes the differences, matures with that diversity, giving meaning and significance to education. According to the philosophy of inclusive school, all children should be educated in a school * Autor para correspondencia.

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“…This situation causes a significant challenge for those concerned with the preparation of special educators, as it is exceedingly difficult to anticipate what kind of knowledge and skills a special educator is likely to need when they complete their education (Hausstätter and Takala 2008). Moreover, the movement towards inclusive education has also resulted in dramatic changes in the everyday practice and implementation of special education support and, subsequently, the professional role of special educators (Cameron and Lindqvist 2014).…”

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confidence: 99%

Do different routes to becoming a special educator produce different understandings of the profession and its core concepts?

Cameron

Jortveit

2014

European Journal of Special Needs Education

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There are multiple routes to becoming a special educator in Norway. In recent years, bachelor's degree programmes have offered an alternative to the traditional path in which special education coursework is taken as a part of teacher education. The purpose of this study was to investigate whether these different programmes produce different understandings of the special education profession and its core concepts. We surveyed 27 bachelor students and 36 teacher education students using open-ended questions concerning their future goals and expectations and the concepts of 'inclusion,' 'learning disability,' and 'special educator'. Teacher education students were more likely to: (a) view inclusion from a broad perspective, emphasizing a sense of belonging and community, (b) define the concept of learning disability from a categorical perspective, and (c) perceive special educators as essentially 'expert' teachers for children with special needs. Bachelor's degree students also emphasized special educators' role in supporting individuals with special needs, yet were more likely to apply a relational perspective when describing the concept of learning disability.

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School district administrators’ perspectives on the professional activities and influence of special educators in Norway and Sweden

Cited by 24 publications

References 25 publications

A comparative study of special educator preparation in Norway and Sweden

A comparative study of special educator preparation in Norway and Sweden

La Educación Inclusiva en Portugal y España: naturaleza y fundamentos

Do different routes to becoming a special educator produce different understandings of the profession and its core concepts?

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