Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • 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
The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system
Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).ORCID iD: 0000-0001-8598-3365
Department of Education, Uppsala University, Sweden.
2016 (English)In: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 21, no 3, 287-300 p.Article 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.

Place, publisher, year, edition, pages
2016. Vol. 21, no 3, 287-300 p.
Keyword [en]
ADHD, inclusion, special classes, special education, school
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-29886DOI: 10.1080/13632752.2016.1165978Scopus ID: 2-s2.0-84962068322OAI: oai:DiVA.org:hj-29886DiVA: diva2:927000
Available from: 2016-05-10 Created: 2016-05-10 Last updated: 2017-10-04Bibliographically approved

Open Access in DiVA

Postprint(313 kB)13 downloads
File information
File name FULLTEXT01.pdfFile size 313 kBChecksum SHA-512
1abcdb8cd2bc01d3acaa5133bde34b57f857dea5e2f8b9d3fb1720220cbd5aec7c910fbe6f902131447178c7fc273040104c2892b586b3f680968275f8e618bc
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Malmqvist, Johan
By organisation
Communication, Culture & Diversity @ JU (CCD@JU)
In the same journal
Emotional and Behavioural Difficulties
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 13 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Altmetric score

Total: 149 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • 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