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How are conditions for participation expressed in education policy documents?: A review of documents in Scotland and Sweden
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.ORCID-id: 0000-0001-9597-039X
2011 (Engelska)Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 26, nr 2, s. 251-272Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study approaches inclusive schools by looking at how conditions for participation are expressed for pupils with additional support needs in education policy documents in Sweden and Scotland. By using five dimensions of the environment – availability, accessibility, affordability, accommodability, and acceptability – expressions of conditions for participation are explored in 41 documents. This is done in a vertical manner by analysing national laws, regional policy documents, and local-level documents which directly influence classroom practices. A deductive content analysis approach using a protocol based on the five environmental dimensions is used to extract information and identify meaning units. In the meaning units meaningful concepts are identified and linked to ICF-CY categories. These are used as reference points. It is suggested, from the documents analysed, that conditions for participation are easy to express as available, accessible opportunities, or affordability issues, but not as involvement experiences linked to accommodations made and acceptability issues within a context. Documents in Scotland and Sweden also have different foci in terms of conditions for participation.

Ort, förlag, år, upplaga, sidor
Taylor & Francis , 2011. Vol. 26, nr 2, s. 251-272
Nyckelord [en]
education policy, document analysis, ICF-CY, environmental conditions, participation
Nationell ämneskategori
Samhällsvetenskap Pedagogik Socialt arbete
Identifikatorer
URN: urn:nbn:se:hj:diva-13878DOI: 10.1080/08856257.2011.563610OAI: oai:DiVA.org:hj-13878DiVA, id: diva2:375107
Projekt
MURINET
Forskningsfinansiär
EU, Europeiska forskningsrådet, MRTN-CT-2006-035794Tillgänglig från: 2010-12-07 Skapad: 2010-12-07 Senast uppdaterad: 2017-12-11Bibliografiskt granskad
Ingår i avhandling
1. Bringing more to participation: Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)
Öppna denna publikation i ny flik eller fönster >>Bringing more to participation: Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)
2012 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

As societies the world over move towards defining inclusive and effective education systems this presents the educator with the new challenge of providing an equal and democratic education environment for all students. With children the nature of functioning and environmental settings varies greatly in comparison with adults and assessing children’s involvement in activities is of particular importance to ensure effective and inclusive society building through education. Building on the existing and previous participation research this thesis specifically aims to provide a means to theorize participation from two perspectives (frequency of attending and intensity of involvement) and put in to operation using five dimensions of the environment: availability, accessibility, affordability, accommodability, and acceptability. Contextually this has been done by investigating children in need of additional support (including children with disabilities) at school. Results indicate that while research and theory take a holistic and balanced approach by using participation based on two perspectives, this has yet to filter down to practice. A new approach to measuring inclusive education using social capital, the five environmental dimensions, and the ICF-CY is proposed and tested. However, while the ICF-CY provides a consistent descriptive framework, no clear connections between social capital and inclusive education policy could be drawn and the five environmental dimensions – especially the involvement-related ones – need further development. The final paper presents evidence from the individual perspective for a third ICF-CY activities and participation qualifier to represent the subjective experience of involvement. Participation can thus be regarded as a multi-dimensional phenomenon with two main conceptual roots: sociology and developmental psychology.

Ort, förlag, år, upplaga, sidor
Jönköping: School of Education and Communication, 2012. s. 200
Serie
Dissertation. School of Education and Communication, ISSN 1652-7933 ; 16
Serie
Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 42
Nyckelord
Participation, involvement, frequency, child, ICF-CY, inclusive educa-tion, policy
Nationell ämneskategori
Tvärvetenskapliga studier inom samhällsvetenskap
Identifikatorer
urn:nbn:se:hj:diva-18079 (URN)978-91-628-8484-0 (ISBN)
Disputation
2012-06-15, Hb116, Högskolan för lärande och kommunikation, Högskolan Jönköping, Jönköping, Jönköping, 13:15 (Engelska)
Opponent
Handledare
Projekt
MURINET project (Multidisciplinary Research Network on Health and Disability in Europe, European Commission project funded within the Sixth Framework Programme, MRTN-CT-2006-035794).
Tillgänglig från: 2012-05-24 Skapad: 2012-05-23 Senast uppdaterad: 2018-01-12Bibliografiskt granskad

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SamhällsvetenskapPedagogikSocialt arbete

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