Stuck in failure: comparing special education needs assessment policies and practices in Sweden and Germany

Barow, Thomas; Östlund, Daniel

doi:10.1080/20020317.2020.1729521

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…The definition of children with SENs varies widely between countries, as do the policies for their assessment (Barow & Östlund, 2020). In the Italian school system, "students with SENs" are defined as those who, temporarily or permanently, have some difficulties because of socio-economic, linguistic, or cultural reasons, or because of specific developmental disorders; the term represents a wide classification, including children with behavioral and emotional difficulties, such as Attention Deficit and Hyperactivity Disorder (ADHD) (cf.…”

Section: Definitions Of Sens and Ldsmentioning

confidence: 99%

Bullying in Students with Special Education Needs and Learning Difficulties: The Role of the Student–Teacher Relationship Quality and Students’ Social Status in the Peer Group

Berchiatti

Ferrer

Galiana

et al. 2021

Child Youth Care Forum

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Background Children with Special Education Needs and Learning Difficulties are at risk of being excluded, or bullied because of their impairments. Within the bullying literature, two variables have been shown to be key in terms of its predictions: student–teacher relationship and students’ social status among peers. Objective The aim of this research was to assess the association between the student–teacher relationship and students’ social status in the peer group and bullying dimensions in children with SEN, LD, and typical development. Method A total of 320 children—55 with LD, 46 with SEN, and 219 in the control group – participated in the study, with a mean age of 11.04 (SD = 1.42), and 59.7% of whom were male. The model tested showed a good fit: χ2 (40) = 102.395, p < .001, CFI = .940, RMSEA = .070 [90% CI = .054, .088]. Results Main findings show that children with SEN and LD had more difficulties in social participation and might be at higher risk of being bullied, compared with their classmates. Conclusions This study offers evidence on bullying in children with SEN and LD and its association with both relationship with teacher and students’ social status. For teachers, results highlight peculiarities and possible problems of school inclusion of children with SEN and LD. For educational researchers, findings add knowledge on literature focused on bullying in children with difficulties.

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Section: Definitions Of Sens and Ldsmentioning

confidence: 99%

Bullying in Students with Special Education Needs and Learning Difficulties: The Role of the Student–Teacher Relationship Quality and Students’ Social Status in the Peer Group

Berchiatti

Ferrer

Galiana

et al. 2021

Child Youth Care Forum

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“…Thus, Germany, the European country with the largest number of students in special schools, adopts the classification of children with SEN in several categories, such as: learning disabilities, socioemotional development deficiencies, language deficiencies, etc. In contrast, in Sweden, the country with the lowest number of segregated students, SEN are generally defined in legislation as the risk that a student will not be able to meet the required learning objectives or have other difficulties in school (Barow & Östlund, 2020). Sharma and Vlcek (2021) have identified six key elements for the inclusion of students with SEN in education.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education. Press Analysis

Alexandrescu¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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In the last thirty decades, the emphasis has been on inclusive education as an engine of transformation and humanization of society. In this sense, the issue of educating children with special educational needs (SEN) is in the attention of decision makers, actors in education and last but not least the media. The purpose of our research is to conduct an analysis of local media articles to identify factors that contribute to the inclusion of children with SEN as reflected in online media. The method used is content analysis, and the analyzed corpus consists of 71 articles from the online newspaper Ziarul de Iasi, from 01 January 2020 to 31 January 2022. The research found that the written press reflects the following factors that contribute to the inclusion of children with special educational needs: community involvement, dissemination of projects, increased awareness of legal rights, condemnation of reprehensible acts, such as abuse of this category of children.

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Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools

Wermke,

Beck

2023

Scandinavian Journal of Educational Research

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Stuck in failure: comparing special education needs assessment policies and practices in Sweden and Germany

Cited by 5 publications

References 17 publications

Bullying in Students with Special Education Needs and Learning Difficulties: The Role of the Student–Teacher Relationship Quality and Students’ Social Status in the Peer Group

Bullying in Students with Special Education Needs and Learning Difficulties: The Role of the Student–Teacher Relationship Quality and Students’ Social Status in the Peer Group

Inclusive Education. Press Analysis

Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools

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