Similar Situations? Special Needs in Different Groups of Independent Schools

Magnússon, Gunnlaugur; Göransson, Kerstin; Nilholm, Claes

doi:10.1080/00313831.2014.904422

Cited by 11 publications

(10 citation statements)

References 25 publications

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“…Our results also indicate that special educators working in independent schools work part‐time and simultaneously have other occupations to a higher degree than those in municipal schools. While pupils in need of special support are generally fewer at independent schools, Magnússon, Göransson, and Nilholm () showed there are great differences between different types of schools. As independent schools also are generally smaller (SNAE, ), and thus have fewer staff members, they may solve organisational questions differently to municipal schools.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, policy regarding inclusive education is formulated in general terms and the room for interpretation is large (Göransson, Nilholm, and Karlsson, ). While some of these differences, and even to some extent clustering of pupils in need of special support are visible at certain types of schools relatable to school profiles (Magnússon, Göransson, and Nilholm, ), local school ideologies as regards special education, inclusion and individualised view of the schools objectives are likely to influence these situations (Göransson, Malmqvist, and Nilholm, ).…”

Section: Discussionmentioning

confidence: 99%

“…Although Sweden has a reputation for a relatively inclusive school system, state policy is not as inclusive as often stated the wide room for interpretation of policy leading to extensive variation as regards organisation of special education in different schools organisations (Göransson, Nilholm and Karlsson, ). The variations can be the results of local school ideologies as regards special educational values and inclusion (Göransson, Malmqvist, and Nilholm, ) or of the different motives for starting schools (Magnússon, ; Magnússon, Göransson, and Nilholm, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The understanding of special educational needs can differ greatly between different settings and schools (Giota and Emanuelsson, ; Göransson, Malmqvist and Nilholm, ; Kugelmass and Ainscow, ; Magnússon, Göransson and Nilholm, ). In addition, different professions have different views on – and understanding of – special educational needs (Lindqvist, Nilholm and Almqvist, ; Lindqvist, Nilholm, Almqvist, et al., ; Skrtic, ).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Varying access to professional, special educational support: a total population comparison of special educators in Swedish independent and municipal schools

Magnússon

Göransson

Nilholm

2017

Research in Spec Educ Needs

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Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n = 4252) examined after 2001. The aim was to explore and compare the occupational situations of special educators working in Swedish municipal and independent schools. This is done by studying their occupational situations and the values they express regarding identification of – and work with – special support. The results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools have fewer years’ experience as special educators, are more often employed part‐time than full‐time and are more likely to hold other positions in schools (such as head teacher) than those employed in municipal schools. The results further illustrate different organisational approaches towards special educational support. Apparent is that independent schools offer professional special educational resources to a lower degree and utilise them differently. This is likely to influence the situation of pupils in need of support, and has consequences for the image of the Swedish education system.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Varying access to professional, special educational support: a total population comparison of special educators in Swedish independent and municipal schools

Magnússon

Göransson

Nilholm

2017

Research in Spec Educ Needs

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“…A government report in the early 2000s (SNAE [The Swedish National Agency for Education] 2003) concluded that independent schools were more satisfied (than municipal schools) with their organisation of special education, with the resources Giota and Emanuelsson 2011Göransson, Magnússon, and Nilholm 2012Magnússon 2015Magnússon 2016Magnússon, Göransson, and Nilholm 2014Magnússon, Göransson, and Nilholm 2017Ramberg 2013Ramberg 2014Ramberg 2015Tah 2018 allocated for special support, and that independent schools had higher goal attainment. The report also described the independent schools as innovative as regards the organisation of special education.…”

Section: Organisational Conceptualisation Of Special Education and Inmentioning

confidence: 99%

Inclusive education and school choice lessons from Sweden

Magnússon

2019

European Journal of Special Needs Education

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While school choice and marketisation have been studied extensively, some areas remain under-researched, for instance, the consequences of choice for the development of inclusive education. The aim of this article is to illustrate the consequences of school choice for inclusive education, as it relates to special education, using Sweden as a case study. The Swedish education system is often raised as inclusive in an international perspective. However, school segregation has been increasing in terms of attainment and pupils´socio-economic-, and immigration backgrounds, groups that are over-represented among SEN-pupils and under-represented among pupils that exercise school choice. This summary of research indicates that the increased segregation in the education system also regards special education. There is a clustering of SEN-pupils at schools with particular profiles and a lower proportion at other types of schools, resources for special educational support are less accessible at independent schools, and school choice is not as open to SEN-pupils as other pupils. These are disconcerting results for an education system renowned for being inclusive. ARTICLE HISTORY

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