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How are conditions for participation expressed in education policy documents?: A review of documents in Scotland and Sweden
Jönköping University, School of Education and Communication, HLK, CHILD.
Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.ORCID iD: 0000-0001-9597-039X
2011 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 26, no 2, 251-272 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Taylor & Francis , 2011. Vol. 26, no 2, 251-272 p.
Keyword [en]
education policy, document analysis, ICF-CY, environmental conditions, participation
National Category
Social Sciences Pedagogy Social Work
Identifiers
URN: urn:nbn:se:hj:diva-13878DOI: 10.1080/08856257.2011.563610OAI: oai:DiVA.org:hj-13878DiVA: diva2:375107
Projects
MURINET
Funder
EU, European Research Council, MRTN-CT-2006-035794
Available from: 2010-12-07 Created: 2010-12-07 Last updated: 2016-03-04Bibliographically approved
In thesis
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)
Open this publication in new window or tab >>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 (English)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Jönköping: School of Education and Communication, 2012. 200 p.
Series
Doktorsavhandlingar från Högskolan för lärande och kommunikation, ISSN 1652-7933 ; 16
Series
Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 42
Keyword
Participation, involvement, frequency, child, ICF-CY, inclusive educa-tion, policy
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-18079 (URN)978-91-628-8484-0 (ISBN)
Public defence
2012-06-15, Hb116, Högskolan för lärande och kommunikation, Högskolan Jönköping, Jönköping, Jönköping, 13:15 (English)
Opponent
Supervisors
Projects
MURINET project (Multidisciplinary Research Network on Health and Disability in Europe, European Commission project funded within the Sixth Framework Programme, MRTN-CT-2006-035794).
Available from: 2012-05-24 Created: 2012-05-23 Last updated: 2015-08-27Bibliographically approved

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