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  • 1.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Uppsala universitet.
    Granlund, Mats
    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.
    Identifying Child Functioning from an ICF-CY Perspective: Everyday Life Situations Explored in Measures of Participation2011In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 33, no 13-14, p. 1230-1244Article in journal (Refereed)
    Abstract [en]

    Purpose. This study was part of a larger work to develop an authentic measure consisting of code sets for self- or proxy-report of child participation. The aim was to identify common everyday life situations of children and youth based on measures of participation.

    Method. The study was descriptive in nature and involved several stages: systematic search of literature to find articles presenting measures for children and youth with disabilities, identifying measures in selected articles, linking items in included measures to the ICF-CY, analysing content in measures presented as performance and participation and identifying aggregations of ICF-CY codes across these measures.

    Results. A large number of measures for children and youth with disabilities were identified but only 12 fulfilled the inclusion criteria. A slight distinction in content and age appropriateness appeared. Measures presented as performance covered all the ICF-CY Activities and Participation chapters, whereas measures presented as participation covered five of nine chapters. Three common everyday life situations emerged from the measures: Moving around, Engagement in play and Recreation and leisure.

    Conclusion. Only a small number of life situations for children and youth emerged from items in selected measures, thus, other sources are needed to identify more everyday life situations.

  • 2.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Everyday Life Situations for Child Participation2011In: / [ed] Michael Guralnick, 2011Conference paper (Refereed)
    Abstract [en]

    Child Participation is defined by the International Classification of Functioning, Disability and Health forChildren and Youth (ICF-CY) as involvement in life situations but knowledge on children´s specific everydaylife situations (EDLs) is lacking. Professionals in early intervention services need a structured tool to identifyand assess child participation in everyday life situations. It should support children with disabilities indescribing what matters most for them in intervention planning. With the long term goal to create ICF-CY codesets, EDLs were identified by a systematic literature search for measures of performance or participation andby collecting professional opinions on EDL and participation. Information was linked to the ICF-CY andtriangulated with research exploring family opinions. Most items in measures were linked to moving around,play, and recreation and leisure. The six measures of performance and six of participation differed regardingcontent and content dependent on age group.Descriptions on EDLs from 297 professionals were linked to ICF-CY codes. Frequent linkages were Self-care,such as eating and hygiene; Major life areas, such as play and education; and Relationships, but also sleep. Byrelating EDLs directly to predefined ICF-CY categories in the ICF-CY component Activities and Participation,five EDLs across categories were identified based on responses from 207 professionals. These concernedsleep, communication, dressing, family relationships and play. Some differences emerged dependent onparticipants’ culture and on age group. A triangulation between professional and family opinions concerningEDL’s revealed relatively high agreement. As a final result, a set of approximately 12-15 everyday lifesituations is expected to be identified in this study to be used for development of code sets.

  • 3.
    Almqvist, Lena
    et al.
    Mälardalens högskola.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Special Education.
    Nilholm, Claes
    Malmö högskola.
    Vilka stödinsatser främjar uppfyllelse av kunskapsmål för elever i svårigheter? – en syntes av meta-analyser2015In: Tre forskningsöversikter inom området specialpedagogik/inkludering / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2015, p. 1-122Chapter in book (Other academic)
    Abstract [en]

    This review is a synthesis of results from meta-analyses. Meta-analyses are reviews in which certain statistical methods are used to calculate effect sizes based on intervention studies. Mainly, effect sizes are used to synthesize results from experimental studies focusing on similar research questions. The aim of this review was to compile research about interventions promoting achievement goals of students in need of special support. More specifically we have studied what pedagogical methods relate to achievement goals for this group of students. These methods are defined as general pedagogical interventions as well as subject-specific pedagogical methods within the subjects reading and writing and mathematics.

  • 4.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS).
    Vigmo, S.
    Montebelli, A.
    SIG: A Broader Participation? Research issues and challenges related to Transitions and Inclusion in and across educational settings (BroTIn)2018Conference paper (Refereed)
  • 5.
    Göransson, Kerstin
    et al.
    School of Education, Culture and Communication, Mälardalen University, Västerås.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Nilholm, Claes
    Faculty of Education and Society, Malmö University, Malmö.
    Local school ideologies and inclusion: the case of Swedish independent schools2013In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 28, no 1, p. 49-63Article in journal (Refereed)
    Abstract [en]

    This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level, and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents, and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic – inclusive and the market oriented – exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketisation are finally discussed. 

  • 6.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS).
    ADHD students’ schooling based on different mind-sets and leading towards inclusion or exclusion2018Conference paper (Refereed)
  • 7.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Alternative cognitive strategies (?) while solving spatial-mathematical tasks: Pupils with motor disabilities participating in a qualitative experiment1999In: European Association for Research on Learning and Instruction, 1999, p. 335-Conference paper (Other (popular science, discussion, etc.))
  • 8.
    Malmqvist, Johan
    Jönköping University, School of Health Science, HHJ. CHILD.
    Analys utifrån redskapen2007In: Lära till lärare: att utveckla läraryrket - vetenskapligt förhållningssätt och vetenskaplig metodik, Stockholm: Liber , 2007, p. 122-131Chapter in book (Other (popular science, discussion, etc.))
  • 9.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Choice of upper secondary school for pupils with severe motor disabilities: Results from a research review2007In: The 6th World Congress on Conductive Education, August 19-22, 2007 in Göteborg, Sweden, 2007Conference paper (Other academic)
  • 10.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Educational progress2006Conference paper (Other (popular science, discussion, etc.))
  • 11.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Expectations on pupils with motor disabilities in school often too low: Why?2000Conference paper (Refereed)
  • 12.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    For what it's worth: How pupils in need of special support are valued, within different local school ideologies, in an evolving school market2014In: For what it's worth: How pupils in need of special support are valued, within different local school ideologies, in an evolving school market, 2014Conference paper (Refereed)
    Abstract [en]

    The Swedish education system encompasses goals towards inclusion, where all schools according to the school law also shall work towards equity. Such ambitions may can be seen as contradictory to business goals and principles of competition in an evolving school market. The aim of the study is to describe solutions used in five schools, classified as having different local school ideologies, in their work with Pupils in Need of Special Support (PNSS) and to describe motives for these solutions.

    Eight schools were initially chosen, in a stratified purposeful sampling procedure, from 546 independent comprehensive schools answering a national survey comprising all independent comprehensive schools in Sweden (response rate 79,5%). These schools have previously been classified within a theoretical framework related to inclusion. They represent very clearly different value patterns in relation to inclusion.

    Three schools are labelled holistic-inclusive and two schools are labelled market-oriented-exclusive. Holistic-inclusive local school ideologies are fully in line with inclusion whereas market-oriented-exclusive local school ideologies show a value pattern which is entirely the opposite. These five schools were finally chosen for this study.

    Interview data from semi-structured interviews with principals, special educators, class-teachers, pupils in need of special support and class-teachers provide major source of data. The data was analysed in regard to school situations for Pupils in Need of Special Support (PNSS).

    Preliminary results show substantial differences between schools with different local school ideologies in allocation of resources and competence to pupils in need of special needs. The resources allocated to pupils in need of special support are restricted in market-oriented-exclusive schools. This may be seen as an indication that neither the pupils’ needs nor goals of equity are of high priority in these schools. Results show the opposite situation in holistic-inclusive schools.

    Private equity companies have been questioned as owners of schools due to profit demands. Interview data show that the situation in some schools with private owners may be an complication as well in regard to goals of inclusion and equity.

  • 13.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Gymnasieval för ungdomar med svåra rörelsehinder: En forskningsöversikt. Delrapport2006Report (Other (popular science, discussion, etc.))
  • 14.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Gymnasieval för ungdomar med svåra rörelsehinder: Slutrapport från regeringsuppdrag2007Report (Other (popular science, discussion, etc.))
  • 15.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Has schooling of ADHD students reached a crossroads?2018In: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 23, no 4, p. 389-409Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to examine and describe educational leaders’ mindset types related to schooling of students with ADHD in five municipalities with ADHD special education classes and in five pair-matched municipalities without such classes. Selection of the ten municipalities was based on the results from a nationwide survey (response rate 76%) aimed at investigating how Swedish municipalities organise schooling for ADHD students. Interview data was analysed with the use of a theoretical framework presented as a typology table describing mindsets more or less in line with either the neuropsychiatric paradigm or inclusion. The perceived neuropsychiatric influence on ADHD students’ schooling seemed to affect educational leaders’ decision making, leading to different schooling for ADHD students in different municipalities. The findings, presented as municipality profiles, are discussed in relation to the notion of inclusive education and alternative educational paths leading either towards inclusion or exclusion.

  • 16.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Hemskola i stället för resursskola för "Elever I Specifika Skolsvårigheter"2012Report (Other academic)
    Abstract [sv]

    Syftet med studien är att undersöka hur skolledare och lärare vid tre grundskolor i Jönköpings kommun arbetar med elever i mycket stort behov av särskilt stöd. Eleverna kallas i studien för Elever I Specifika Skolsvårigheter (EISS). En resursskoleplacering har varit en ofta använd lösning i de fall som elevernas egna skolor (hemskolor) inte har lyckats utforma en tillfredsställande skolsituation för eleverna. Jönköpings kommun har beslutat om nedläggning av centrala särskilda undervisningsgrupper (resursskolan) i kommunen.

    Tre grundskolor har studerats då de haft likvärdiga elevupptagningsområden och liknat varandra i ett flertal andra avseenden. Däremot har det varit stora skillnader i antalet resursskoleplaceringar under en studerad tioårsperiod. Skola 1 har till skillnad mot skolorna 2 och 3 endast i undantagsfall haft en elev placerad inom resursskolan. Det är små skillnader mellan skolorna i antal elever som har gått på de tre skolorna under tioårsperioden.

    Intervjuer och enkäter har använts vid de tre skolorna för att studera lärares och skolledares beskrivningar av specialpedagogiskt arbete och med särskilt fokus på arbetet med EISS. En mixed research design (Creswell, 2009) har använts.

    Intervjuer och enkätuppgifter visar på stora skillnader mellan skolorna i ett stort antal aspekter som kan ses som relaterade till skolsituationen för Elever I Specifika Skolsvårigheter. De viktigaste skillnaderna är relaterade till skolledningen och specialpedagogfunktionens möjligheter att arbeta inkluderande. Det finns flera beskrivningar på skola 1 som visar på en hög grad av samsyn bland de anställda vad gäller värdegrund, vilket sannolikt har haft en stor betydelse för hur skolan skiljer sig från övriga två skolor.

  • 17.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU). Linnéuniversitetet, Sweden.
    Inkludering – en internationell utblick med några nedslag2017Report (Other academic)
    Abstract [sv]

    Länder har kommit olika långt i utvecklingen av inkludering i skolan, på samma sätt som länder utvecklas olika snabbt och mycket inom andra samhälleliga områden. Denna artikel innehåller en presentation av några utmärkande drag i denna utveckling. Artikeln avslutas med några slutsatser.

    De övergripande dragen vad gäller inkludering är:

    • Inkludering är idag en världsomfattande ”rörelse”

    • Att beskriva eller mäta inkluderingens utveckling är svårt

    • Det finns ”aktörer” som driver utvecklingen framåt

    • Det räcker inte med en inkluderande policy för att få inkludering

    • Skillnaderna mellan länder är mycket stora

    • Det finns ”resurser” för att utveckla inkludering

  • 18.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Kunskapsutveckling hos elever med rörelsehinder: Delstudie I: Resultat och erfarenheter från den nationella utvärderingen av grundskolan 19951998Report (Other academic)
  • 19.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Kunskapsutveckling hos elever med rörelsehinder: Delstudie II: Resultat på prov för elever med rörelsehinder vid arbete med anpassat provmaterial2000Report (Other academic)
  • 20.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Kunskapsutveckling hos elever med rörelsehinder: Delstudie III: Kognitiva strategier vid arbete med matematikuppgifter med spatialt innehåll2001Report (Other academic)
  • 21.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Lärande med rörelsehinder: Studier av förutsättningar och möjligheter för kunskapsutveckling i skolan2001Doctoral thesis, monograph (Other academic)
  • 22.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    PSSD in schools?: A comparison between three elementary schools dealing with behavioural issues2014In: NERA 42nd Congress, Education for Sustainable Development, Lillehammer, March 5 - 7, 2014., 2014Conference paper (Refereed)
    Abstract [en]

    The aim of this study, using a mixed methods research design, was to describe differences between elementary schools in their work with pupils described to be Pupils in Specific School Difficulties (PSSD). This group of pupils, consists of pupils who in many cases have had their education in a special school called a resource school. These special schools are administered at the central level, in the municipality where the study was done. An important finding in the beginning of this study, was that the distribution of placements from elementary schools to these special schools, were unequally distributed within the municipality. Placements in special schools during a period of ten years have been studied. Three elementary schools were selected having the same or almost the same socio-economic conditions in their vicinities. The number of placements as well as the relative frequency of placements (placements/school size) in special schools, differs to a large degree between these three schools. Two of the schools have every year, in average, had one of their pupils placed in a special school. The third school, however, have almost never had such a placement during the ten year period. This school distinguished itself by staff being in complete agreement on the positive value of inclusion. This particular school has succeeded in keeping almost all their pupils without any indication that, while attending to their special needs, this in any way deprived other pupils of their rightful learning. This study differs clearly from other research that reports differences between schools as a consequence of an intervention or a particular strategic application as derived from theoretical models. The results of this study are rather due to varying cultural patterns in the three participating schools even though they share the same values as expressed in the National Curriculum. This study contributes to an understanding of working with complex behavioural issues within school cultures; issues of a kind not easily examined by evidence-based research. It also clearly describes hindrances for inclusion.

  • 23.
    Malmqvist, Johan
    Jönköping University, School of Health Science, HHJ. CHILD.
    Pupils with severe motor disabilities at upper secondary school level2007Conference paper (Refereed)
  • 24.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Results for pupils with motor disabilities related to explanation models when using accommodated assessment instruments1999Conference paper (Refereed)
  • 25.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Resursskolan - en lösning för elever i skolsvårigheter?2011Report (Other academic)
    Abstract [sv]

    Resursskolans verksamhet i Eksjö kommun har utvärderats. Fyra frågeställningar i kommunens beställning, har varit utgångspunkt för undersökningen: 1. Hur fungerar resursskolan?, 2. Vad var tanken från början med resursskolan och hur blev det?, 3. Vad är resultatet med utgångspunkt från tilldelade resurser? och slutligen 4. Finns det alternativ utifrån aktuell forskning?

    Åtta grupper har ingått i utvärderingen som är en intressentutvärdering. Grupperna är så kallade naturligt avgränsade grupper. Grupperna är valda för att ge kunskap om olika intressenters perspektiv. De åtta ingående grupperna är 1. Elever som vid tillfället går på resursskolan, 2. Elever som tidigare har gått i resursskolan, 3. Föräldrar till elever på resursskolan tillsammans med föräldrar till elever som tidigare gått på resurskolan, 4. Resursskolans personal, 5. Rektorer på elevernas hemskolor, 6. Ledningspersonal inom Elevhälsan tillika ledningsgrupp för resursskolan, 7. Sektorsledningen för kommunens skolsektor och 8. Barn- och ungdomsutskottet (politiskt utskott).

    Resultat från gruppintervju- och fokusgruppsintervjuer visar att resursskoleverksamheten har fungerat utifrån de målsättningar resursskolan startades utifrån. Den startades utifrån sociala och ekonomiska mål i första hand snarare än skolmål.

    Ett huvudmål som var tydligt beskrivet när resursskolan startade var att resursskolans verksamhet skulle göra att eleverna skulle kunna återvända till hemskolan. Det saknades underlag som beskriver om och i så fall i vilken utsträckning som elever kommer tillbaka till sina hemskolor. Den tidigare verksamhetsplan som fanns för resursskolan, med en tydlig målsättning att eleverna skulle återgå till hemskolans ordinarie klass, är ersatt av styrkort. I detta styrkort finns inget uttalat mål specifikt för resursskolan utan beskriver mål av allmän karaktär på individnivå. Till avsaknaden av tydlig målbeskrivning för resursskolan saknas även en systematiskt uppföljning med kvalitetsredovisningar. Svaren i fokusgrupperna visar att det förekommer många olika beskrivningar av vad som är målet med resursskolan.

    Ett återkommande problem enligt flera beskrivningar är att insatser och åtgärder sätts in för sent för elever som får sin placering på resursskolan. Det blir reaktiva åtgärder i stället för proaktiva. För att komma tillrätta med denna problematik föreslås att kommunens skolverksamhet i större utsträckning utformas utifrån ett förebyggande specialpedagogiskt perspektiv.

  • 26.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Rh-anpassad gymnasieutbildning: Slutrapport från regeringsuppdrag2004Report (Other (popular science, discussion, etc.))
  • 27.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Rh-anpassad utbildning vid riksgymnasier: Uppgifter från skolbesök samt beskrivning av personkrets. Delrapport2002Report (Other (popular science, discussion, etc.))
  • 28.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Special Education.
    Statliga perspektivskiften inom specialpedagogik. Exemplet: speciallärare och/eller specialpedagoger2015In: Vägval i skolans historia, ISSN 2002-0147, no 1Article in journal (Other academic)
    Abstract [sv]

    Beslut kring lärares utbildning är en viktig del i styrningen av skolväsendet. I föreliggande artikel beskrivs radikala perspektivskiften inom det specialpedagogiska området som de framkommer i statliga utredningar, utvärderingar och reformer inom lärarutbildning.

  • 29.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Special Education.
    The SENCo as hybrid: Perspectives on transitions related to inclusion as seen in the Swedish context2015In: Transitions in the field of special education: Theoretical perspectives and implications for practice / [ed] David Lansing Cameron & Ragnar Thygesen, Münster: Waxmann Verlag, 2015, p. 91-114Chapter in book (Other academic)
  • 30.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Working successfully towards inclusion—or excluding pupils?: A comparative retroductive study of three similar schools in their work with EBD2017Conference paper (Refereed)
    Abstract [en]

    Background. Sweden uses municipally run Pupil Referral Units (PRUs) for students displaying emotional behavioural difficulties (EBD). This study investigates one Swedish municipality where transfers of students to PRUs were related to school practices favouring either inclusion or exclusion.

    Method. A purposeful sampling procedure was used to select three elementary schools with regard to their success (School A) or failure (B and C) in keeping pupils with problematic behaviours at school. These three schools are in catchment areas with similar socio-economic conditions. A mixed methods research design was combined with comparative case studies in a retroductive approach.

    Results. School A had only one pupil transferred to a PRU in ten years, whereas such transfers from B and C were almost tenfold. School A distinguished itself from the other two schools by its number of inclusive qualities. This school succeeded in keeping almost all students without depriving other students of their rightful learning.

    Conclusions. All data showed that the reasons for the differences in exclusion rates were to be found inside the schools and not inside the pupils. Accordingly, the results from this study indicate that the number of children viewed as having behaviour problems is closely related to the quality of their schools regarding work with special needs education. In an era when behavioural difficulties are most often seen as behavioural difficulties within children, the results from this study call for a redirection of focus, from individuals’ behaviours to educational factors.

  • 31.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Working successfully towards inclusion—or excluding pupils? A comparative retroductive study of three similar schools in their work with EBD2016In: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 21, no 4, p. 344-360Article in journal (Refereed)
    Abstract [en]

    Sweden uses municipally run pupil referral units (PRUs) for students displaying emotional behavioural difficulties (EBD). This study investigates one Swedish municipality where transfers of students to PRUs were related to school practices favouring either inclusion or exclusion. A purposeful sampling procedure was used to select three elementary schools with regard to their success (school A) or failure (B and C) in keeping pupils with problematic behaviours at school. These three schools are in catchment areas with similar socio-economic conditions. A mixed methods research design was combined with comparative case studies in a retroductive approach. School A had only one pupil transferred to a PRU in 10 years, whereas such transfers from B and C were almost tenfold. School A distinguished itself from the other two schools by its number of inclusive qualities. This school succeeded in keeping almost all students without depriving other students of their rightful learning.

  • 32.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS).
    Är skolgången för elever med ADHD vid ett vägskäl?2018Conference paper (Refereed)
    Abstract [sv]

    ADHD-klasser som är utformade specifikt för elever med diagnosen ADHD är i motsats till inkludering. Enligt en nationell enkätstudie finns sådana klasser i en del kommuner men inte i andra. Totalt sett finns få studier som visar hur skolsituationen ser ut för elever med ADHD i svensk skola. Resultaten från den tidigare nämnda enkätstudien visade på stora skillnader mellan de ingående kommunerna (svarsfrekvens 76%). I den efterföljande fördjupade studien ingick tio parvis matchade kommuner, fem med ADHD-klasser och fem utan. Utbildningsledare på policy- respektive praktik-nivå intervjuades, eftersom de tidigare enkätresultaten hade visat att dessa båda typer av utbildningsledare var de som hade initierat tillkomsten av ADHD-klasser. I sådana klasser används en specifik metodik och pedagogik, enligt enkätsvaren.

    Syftet (förkortat) var att studera och beskriva utbildningsledarnas tankesätt (mindsets) relaterat till utformningen av skolgången för elever med ADHD.

    Analysen gjordes utifrån två dimensioner, 1, undervisning och 2, hanterande av beteende. Den visade att många av intervjupersonerna hade tankesätt i linje med neuropsykiatrins forskningsresultat och riktlinjer. Ett sådant tankesätt utmärks av användning av: mediciner, terapi och behaviorism. Många intervjupersoner beskrev en upplevd påverkan från ”neuropsykiatrin” som kunde vara direkt (t. ex. från BUP eller ADHD- centra) eller indirekt (t. ex. från föräldrar vars barn är patienter hos BUP). Analysen visade också på förekomst av tankesätt som betonade ett integreringstänkande respektive ett inkluderingstänkande. I de kommunprofiler som urskildes så visade dessa att kommunernas företrädare i några fall hade distinkt olika sätt till att förhålla sig till skolgången för elever med ADHD. 

    De långsiktiga konsekvenserna för elever med ADHD diskuteras utifrån: innehållet i neuropsykiatriskt utformad skolgång, olika slags alternativ till en sådan skolgång samt till avsaknaden av utvärderingar av ADHD-klasser. Länk till artikeln: https://www.tandfonline.com/doi/full/10.1080/13632752.2018.1462974

  • 33.
    Malmqvist, Johan
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Göransson, Kerstin
    Mälardalens högskola.
    Local School Ideologies and Inclusion: The Case of Swedish Independent Schools2013Conference paper (Refereed)
    Abstract [en]

    This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level, and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents, and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic – inclusive and the market oriented – exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketization are finally discussed.

  • 34.
    Malmqvist, Johan
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Möllås, Gunvie
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Enhancing equity through an intervention?2019In: Abstract book, 2019, p. 370-371Conference paper (Refereed)
  • 35.
    Malmqvist, Johan
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Nilholm, Claes
    Malmö högskola.
    Children diagnosed with AD/HD in the Swedish comprehensive school system2014In: ECER 2014 "The Past, the Present and Future of Educational Research in Europe", Porto, 1 - 5 September 2014., 2014Conference paper (Refereed)
    Abstract [en]

    Children are increasingly diagnosed with neuropsychiatric disorders which is an expression of the contemporary increase in the medicalization of deviance. In several countries there have been fierce debates about the pros and cons of diagnosing children. Yet little is known about the teaching of these pupils. The purposes of the presented studies were to provide an overall picture of the education of children with AD/HD in the Swedish comprehensive school and to more closely analyze educational arrangements designed in order to meet the needs of these children.  

     

    Two studies were made. Firstly, a questionnaire was sent to all Swedish municipalities regarding their education of children diagnosed with AD/DH. Several measures were taken in order to secure valid and reliable data and to achieve a high response rate (76 %). Secondly, case studies were made in 5 municipalities with groups especially designed for children with AD/HD and 5 municipalities without. Data from both studies will be presented. However, the focus will be on educational arrangements and teaching strategies in the groups specifically designed for children with AD/HD in comparison with school situations for pupils with AD/HD in municipalities without such groups.

  • 36.
    Malmqvist, Johan
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Nilholm, Claes
    Malmö högskola.
    Forskarrapport: Särskilt stöd och kunskapsmål - en kartläggning av effektforskning2014In: Fristående skolor för elever i behov av särskilt stöd: En kartläggning, Stockholm: Skolverket , 2014, , p. 30p. 89-118Chapter in book (Other academic)
  • 37.
    Malmqvist, Johan
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Nilholm, Claes
    Department of Education, Uppsala University, Sweden.
    The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system2016In: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 21, no 3, p. 287-300Article in journal (Refereed)
    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.

  • 38.
    Malmqvist, Johan
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Special Education.
    Nilholm, Claes
    Malmö University.
    To have Ad/Hd classes – or not? Case studies in ten Swedish municipalities with or without Ad/Hd classes2015Conference paper (Refereed)
    Abstract [en]

    There is ansubstantial increase worldwide of Ad/Hd diagnoses which seems to be closely related to schooling and higher demands of academic attainment. There seems however to be a paucity of knowledge about educational arrangements and teaching for students with Ad/Hd diagnosis in schools as pedagogical research focusing on such issues is sparse. A nationwide questionnaire study among Swedish municipalities (response rate 76%) showed that 40 municipalities (17 %) have established special classes for students with Ad/Hd diagnoses. A follow up study based on case studies will be presented. The objective with this follow up study was to further explore response patterns received in the questionnaire study by doing semi-structured interviews. Ten municipalities were chosen, five with classes especially designed for students with Ad/Hd and five without. A pairwise match were done which were based on the sizes of the municipalities and response patterns from the questionnaire. Interviews were done at two levels within the municipalities. Half of the interviews were done with educational leaders with overall responsibility for the work with special needs within the ten municipalities. They possessed knowledge about decision making of importance for the establishment of special classes. Five interviews were done with school leaders with responsibility for Ad/Hd classes in the municipalities with such classes. These school leaders possessed knowledge about pedagogical work within these classes (teaching, communication with parents, collaboration between teachers etc.) and about the students with the diagnoses. The remaining five interviews were done with school leaders in municipalities without Ad/Hd classes but with responsibility for students with Ad/Hd diagnoses. Motives for andagainst special classes for students with Ad/Hd diagnoses together with comparisons of the school situations for students in special classes or in other educational arrangements (as regular classes) will be the main focus in this presentation. Preliminaryresults will be related to a theoretical framework containing a relational perspective in opposition to a categorical perspective. A contrast table have been used for data analysis.

1 - 38 of 38
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