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Changing services to children with disabilities and their families through in-service training: is the organisation affected?
School of Education, Culture and Communication, Mälardalen University, Sweden. (CHILD)
Jönköping University, School of Education and Communication, HLK, CHILD.
Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.ORCID iD: 0000-0001-9597-039X
2008 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 23, no 3, 207-222 p.Article in journal (Refereed) Published
Abstract [en]

Professional development in family‐centred services was given to professionals supporting children with disabilities and their families with the purpose to influence ways to perform working tasks. Is it possible to change ways of working through in‐service training? In order to find answers to that question perceptions of in‐service training at different organisational levels were collected by interviews. Ways to perform working tasks were investigated by self‐reported ratings on questionnaires. What kind of change the teams experienced was analysed through written assignments at the end of professional development. The study builds on a longitudinal design. Watzlawick and co‐workers identified orders of change to analyse perceptions of, and changes following, professional development. The findings reveal that participants at different levels of the organisation have similar perceptions of the in‐service training. They are described more in depth by participants within the organisation, rather than the ones outside (parents and managers), who describe the consequences of the professional development rather than the professional development process. After professional development, the family approach has been adopted among most professionals; for example, are assessment tools and model for habilitation plans which were presented in the professional development used afterwards in everyday work? This implies a second‐order change. However, some professionals do claim that the family‐centred way of working is nothing new to them, which corresponds to a first‐order change. Professional development in conjunction with resources for implementing change after professional development are therefore seen as factors that facilitate second‐order change.

Place, publisher, year, edition, pages
2008. Vol. 23, no 3, 207-222 p.
Keyword [en]
in‐service training; changing practice; mixing methods study; perceptions
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-5939DOI: 10.1080/08856250802130418OAI: oai:DiVA.org:hj-5939DiVA: diva2:36759
Available from: 2008-08-31 Created: 2008-08-31 Last updated: 2016-03-07Bibliographically approved

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Björck-Åkesson, EvaGranlund, Mats
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