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Malmqvist, Johan
Publications (10 of 37) Show all publications
Malmqvist, J. & Möllås, G. (2019). Enhancing equity through an intervention?. In: Abstract book: . Paper presented at NERA 2019, Education in a Globalized World, Uppsala, Sweden, 6-8 March 2019 (pp. 370-371).
Open this publication in new window or tab >>Enhancing equity through an intervention?
2019 (English)In: Abstract book, 2019, p. 370-371Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-43703 (URN)
Conference
NERA 2019, Education in a Globalized World, Uppsala, Sweden, 6-8 March 2019
Available from: 2019-05-20 Created: 2019-05-20 Last updated: 2019-05-20Bibliographically approved
Malmqvist, J. (2018). ADHD students’ schooling based on different mind-sets and leading towards inclusion or exclusion. In: : . Paper presented at European Conference on Educational Research (ECER), September, 3-7, 2018, Bolzano..
Open this publication in new window or tab >>ADHD students’ schooling based on different mind-sets and leading towards inclusion or exclusion
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-42193 (URN)
Conference
European Conference on Educational Research (ECER), September, 3-7, 2018, Bolzano.
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2018-12-03Bibliographically approved
Malmqvist, J. (2018). Has schooling of ADHD students reached a crossroads?. Emotional and Behavioural Difficulties, 23(4), 389-409
Open this publication in new window or tab >>Has schooling of ADHD students reached a crossroads?
2018 (English)In: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 23, no 4, p. 389-409Article in journal (Refereed) Published
Abstract [en]

The aim of the present study was to examine and describe educational leaders’ mindset types related to schooling of students with ADHD in five municipalities with ADHD special education classes and in five pair-matched municipalities without such classes. Selection of the ten municipalities was based on the results from a nationwide survey (response rate 76%) aimed at investigating how Swedish municipalities organise schooling for ADHD students. Interview data was analysed with the use of a theoretical framework presented as a typology table describing mindsets more or less in line with either the neuropsychiatric paradigm or inclusion. The perceived neuropsychiatric influence on ADHD students’ schooling seemed to affect educational leaders’ decision making, leading to different schooling for ADHD students in different municipalities. The findings, presented as municipality profiles, are discussed in relation to the notion of inclusive education and alternative educational paths leading either towards inclusion or exclusion.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
ADHD, inclusion, school, special classes, special education
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-39355 (URN)10.1080/13632752.2018.1462974 (DOI)000457600700005 ()2-s2.0-85045446188 (Scopus ID)
Available from: 2018-05-04 Created: 2018-05-04 Last updated: 2019-03-05Bibliographically approved
Bagga-Gupta, S., Messina Dahlberg, G., Malmqvist, J., Vigmo, S. & Montebelli, A. (2018). SIG: A Broader Participation? Research issues and challenges related to Transitions and Inclusion in and across educational settings (BroTIn). In: : . Paper presented at Forskning om högre utbildning, 15-16 maj, 2018, Lund.
Open this publication in new window or tab >>SIG: A Broader Participation? Research issues and challenges related to Transitions and Inclusion in and across educational settings (BroTIn)
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2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-42209 (URN)
Conference
Forskning om högre utbildning, 15-16 maj, 2018, Lund
Available from: 2018-12-05 Created: 2018-12-05 Last updated: 2019-02-21Bibliographically approved
Malmqvist, J. (2018). Är skolgången för elever med ADHD vid ett vägskäl?. In: : . Paper presented at Forskningsbaserad undervisning - Teori och praktik i samverkan, Högskolan för lärande och kommunikation och Jönköpings kommun, 13 november, Jönköping..
Open this publication in new window or tab >>Är skolgången för elever med ADHD vid ett vägskäl?
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

ADHD-klasser som är utformade specifikt för elever med diagnosen ADHD är i motsats till inkludering. Enligt en nationell enkätstudie finns sådana klasser i en del kommuner men inte i andra. Totalt sett finns få studier som visar hur skolsituationen ser ut för elever med ADHD i svensk skola. Resultaten från den tidigare nämnda enkätstudien visade på stora skillnader mellan de ingående kommunerna (svarsfrekvens 76%). I den efterföljande fördjupade studien ingick tio parvis matchade kommuner, fem med ADHD-klasser och fem utan. Utbildningsledare på policy- respektive praktik-nivå intervjuades, eftersom de tidigare enkätresultaten hade visat att dessa båda typer av utbildningsledare var de som hade initierat tillkomsten av ADHD-klasser. I sådana klasser används en specifik metodik och pedagogik, enligt enkätsvaren.

Syftet (förkortat) var att studera och beskriva utbildningsledarnas tankesätt (mindsets) relaterat till utformningen av skolgången för elever med ADHD.

Analysen gjordes utifrån två dimensioner, 1, undervisning och 2, hanterande av beteende. Den visade att många av intervjupersonerna hade tankesätt i linje med neuropsykiatrins forskningsresultat och riktlinjer. Ett sådant tankesätt utmärks av användning av: mediciner, terapi och behaviorism. Många intervjupersoner beskrev en upplevd påverkan från ”neuropsykiatrin” som kunde vara direkt (t. ex. från BUP eller ADHD- centra) eller indirekt (t. ex. från föräldrar vars barn är patienter hos BUP). Analysen visade också på förekomst av tankesätt som betonade ett integreringstänkande respektive ett inkluderingstänkande. I de kommunprofiler som urskildes så visade dessa att kommunernas företrädare i några fall hade distinkt olika sätt till att förhålla sig till skolgången för elever med ADHD. 

De långsiktiga konsekvenserna för elever med ADHD diskuteras utifrån: innehållet i neuropsykiatriskt utformad skolgång, olika slags alternativ till en sådan skolgång samt till avsaknaden av utvärderingar av ADHD-klasser. Länk till artikeln: https://www.tandfonline.com/doi/full/10.1080/13632752.2018.1462974

National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-42196 (URN)
Conference
Forskningsbaserad undervisning - Teori och praktik i samverkan, Högskolan för lärande och kommunikation och Jönköpings kommun, 13 november, Jönköping.
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2018-12-03Bibliographically approved
Malmqvist, J. (2017). Inkludering – en internationell utblick med några nedslag. Paper presented at NNDR 14th Research Conference, Örebro, 3-5 May, 2017.. Stockholm: Skolverket
Open this publication in new window or tab >>Inkludering – en internationell utblick med några nedslag
2017 (English)Report (Other academic)
Abstract [sv]

Länder har kommit olika långt i utvecklingen av inkludering i skolan, på samma sätt som länder utvecklas olika snabbt och mycket inom andra samhälleliga områden. Denna artikel innehåller en presentation av några utmärkande drag i denna utveckling. Artikeln avslutas med några slutsatser.

De övergripande dragen vad gäller inkludering är:

• Inkludering är idag en världsomfattande ”rörelse”

• Att beskriva eller mäta inkluderingens utveckling är svårt

• Det finns ”aktörer” som driver utvecklingen framåt

• Det räcker inte med en inkluderande policy för att få inkludering

• Skillnaderna mellan länder är mycket stora

• Det finns ”resurser” för att utveckla inkludering

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2017. p. 12
National Category
Other Social Sciences Pedagogy
Identifiers
urn:nbn:se:hj:diva-37498 (URN)
Conference
NNDR 14th Research Conference, Örebro, 3-5 May, 2017.
Available from: 2017-10-02 Created: 2017-10-02 Last updated: 2017-10-02Bibliographically approved
Malmqvist, J. (2017). Working successfully towards inclusion—or excluding pupils?: A comparative retroductive study of three similar schools in their work with EBD. In: : . Paper presented at NNDR 14th Research Conference, Örebro, 3-5 May, 2017..
Open this publication in new window or tab >>Working successfully towards inclusion—or excluding pupils?: A comparative retroductive study of three similar schools in their work with EBD
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Background. Sweden uses municipally run Pupil Referral Units (PRUs) for students displaying emotional behavioural difficulties (EBD). This study investigates one Swedish municipality where transfers of students to PRUs were related to school practices favouring either inclusion or exclusion.

Method. A purposeful sampling procedure was used to select three elementary schools with regard to their success (School A) or failure (B and C) in keeping pupils with problematic behaviours at school. These three schools are in catchment areas with similar socio-economic conditions. A mixed methods research design was combined with comparative case studies in a retroductive approach.

Results. School A had only one pupil transferred to a PRU in ten years, whereas such transfers from B and C were almost tenfold. School A distinguished itself from the other two schools by its number of inclusive qualities. This school succeeded in keeping almost all students without depriving other students of their rightful learning.

Conclusions. All data showed that the reasons for the differences in exclusion rates were to be found inside the schools and not inside the pupils. Accordingly, the results from this study indicate that the number of children viewed as having behaviour problems is closely related to the quality of their schools regarding work with special needs education. In an era when behavioural difficulties are most often seen as behavioural difficulties within children, the results from this study call for a redirection of focus, from individuals’ behaviours to educational factors.

National Category
Other Social Sciences Pedagogy
Identifiers
urn:nbn:se:hj:diva-37495 (URN)
Conference
NNDR 14th Research Conference, Örebro, 3-5 May, 2017.
Available from: 2017-10-01 Created: 2017-10-01 Last updated: 2017-10-02Bibliographically approved
Malmqvist, J. & Nilholm, C. (2016). The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system. Emotional and Behavioural Difficulties, 21(3), 287-300
Open this publication in new window or tab >>The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system
2016 (English)In: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 21, no 3, p. 287-300Article in journal (Refereed) Published
Abstract [en]

The neuropsychiatric paradigm has substantial impact on schools. The increase in the number of pupils being diagnosed with attention-deficit/hyperactivity disorder (ADHD) is an expression of the medicalisation of deviance. There is also an increase in educational classes specially designed to meet the needs of children with ADHD. This is contrary to the notion of inclusion and in conflict with the Swedish school law. Thus, it is important to obtain knowledge about Swedish ADHD classes. A questionnaire was sent to all Swedish municipalities (290, response rate 76%) regarding schooling for pupils with ADHD. As many as 40 Swedish municipalities have classes specifically designed for pupils with ADHD. Although the classes are said to be specifically designed for ADHD problems, they are not properly evaluated. Municipalities with ADHD classes also exhibit ambivalence towards these classes. The emergence, prevalence and functioning of the ADHD classes are discussed in light of the notion of inclusive education.

Keywords
ADHD, inclusion, special classes, special education, school
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-29886 (URN)10.1080/13632752.2016.1165978 (DOI)2-s2.0-84962068322 (Scopus ID)
Available from: 2016-05-10 Created: 2016-05-10 Last updated: 2017-10-04Bibliographically approved
Malmqvist, J. (2016). Working successfully towards inclusion—or excluding pupils? A comparative retroductive study of three similar schools in their work with EBD. Emotional and Behavioural Difficulties, 21(4), 344-360
Open this publication in new window or tab >>Working successfully towards inclusion—or excluding pupils? A comparative retroductive study of three similar schools in their work with EBD
2016 (English)In: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 21, no 4, p. 344-360Article in journal (Refereed) Published
Abstract [en]

Sweden uses municipally run pupil referral units (PRUs) for students displaying emotional behavioural difficulties (EBD). This study investigates one Swedish municipality where transfers of students to PRUs were related to school practices favouring either inclusion or exclusion. A purposeful sampling procedure was used to select three elementary schools with regard to their success (school A) or failure (B and C) in keeping pupils with problematic behaviours at school. These three schools are in catchment areas with similar socio-economic conditions. A mixed methods research design was combined with comparative case studies in a retroductive approach. School A had only one pupil transferred to a PRU in 10 years, whereas such transfers from B and C were almost tenfold. School A distinguished itself from the other two schools by its number of inclusive qualities. This school succeeded in keeping almost all students without depriving other students of their rightful learning.

Keywords
Inclusion; exclusion; special needs students; special education; mainstreaming
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-31234 (URN)10.1080/13632752.2016.1201637 (DOI)000390919700002 ()2-s2.0-84976337084 (Scopus ID)
Available from: 2016-08-12 Created: 2016-08-12 Last updated: 2017-10-02Bibliographically approved
Malmqvist, J. (2015). Statliga perspektivskiften inom specialpedagogik. Exemplet: speciallärare och/eller specialpedagoger. Vägval i skolans historia (1)
Open this publication in new window or tab >>Statliga perspektivskiften inom specialpedagogik. Exemplet: speciallärare och/eller specialpedagoger
2015 (Swedish)In: Vägval i skolans historia, ISSN 2002-0147, no 1Article in journal (Other academic) Published
Abstract [sv]

Beslut kring lärares utbildning är en viktig del i styrningen av skolväsendet. I föreliggande artikel beskrivs radikala perspektivskiften inom det specialpedagogiska området som de framkommer i statliga utredningar, utvärderingar och reformer inom lärarutbildning.

Keywords
Inkludering; New Public Management
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-28503 (URN)
Available from: 2015-12-07 Created: 2015-12-07 Last updated: 2017-10-02Bibliographically approved
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