Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Characteristics of independent schools directed at students in need of special support: A study of school website presentation
Malmö University, Faculty of Education and Society, Malmö, Sweden.
Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).ORCID iD: 0000-0001-7823-557X
Kristianstad University, Faculty of Education, Kristianstad, Sweden.
2019 (English)In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 77, no 3, p. 317-337Article in journal (Refereed) Published
Abstract [en]

The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools' website presentations, which were processed and analysed in consecutive steps. The results showed that the students' complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments. 

Place, publisher, year, edition, pages
Scientia Socialis , 2019. Vol. 77, no 3, p. 317-337
Keywords [en]
Inclusive education, Independent schools, Students in need of special support, Treatment methods, Website presentation
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-45340DOI: 10.33225/pec/19.77.317ISI: 000487191300002Scopus ID: 2-s2.0-85067974044Local ID: GOA HLK 2019OAI: oai:DiVA.org:hj-45340DiVA, id: diva2:1337205
Available from: 2019-07-12 Created: 2019-07-12 Last updated: 2019-10-11Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Möllås, Gunvie

Search in DiVA

By author/editor
Möllås, Gunvie
By organisation
Communication, Culture & Diversity @ JU (CCD@JU)
In the same journal
Problems of Education in the 21st Century
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 187 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf