Kerstin Göransson
Biographic Data
| ID | 6590768 |
|---|---|
| NAME | Kerstin Göransson |
| GIVEN NAMES | Kerstin |
| FAMILY NAME | Göransson |
| SIGNATURE | GÖRANSSON K |
| AFFILIATIONS | Karlstad University |
| ORCID | 0000-0002-1905-5154 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Construction of learning environments
Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning env…
They would be bullied in ordinary schools’ – exploring public discourses on inclusionary schooling
Though research on inclusive education makes up a considerable part of the special education research field, very few studies have explored how beliefs and ideas about inclusion and exclusion emerge in general media discourses of education and schooling. Using positioning theory as a theoretical framework, this paper explores public discourses on inclusionary/exclusionary schooling by analysing newspaper articles about a segregated type of school…
Segregated education as a challenge to inclusive processes
Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in ‘regular’ education in many countries. This survey study investigates the views of teachers in segregated types…
Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are pre…
What is meant by inclusion? An analysis of European and North American journal articles with high impact
The purpose of this review is to further our knowledge about what is meant by inclusion in research addressing the topic. While it is common to remark that inclusion is defined in different ways in research, few attempts have been made to map and analyse different types of definitions and whether there are patterns to be find in how the concept is used. The 30 most cited journal articles from a North American and a European research arena were se…
Is it possible to get away from disability-based classifications in education? An empirical investigation of the Swedish system
Disability classifications is given a minor role in the Swedish national policy on special needs in schools. In the present study questionnaires are used to investigate the actual importance of medical diagnosis in obtaining special support as well as attitudes towards such practices. The study involves different levels of the educational system as well as different occupational groups within compulsory schooling and preschool. The results show t…
Inclusive education in Sweden? A critical analysis
When it comes to pupils in need of special support and pupils with disabilities, Sweden’s compulsory school system is sometimes considered a one‐track system. This article analyses and critically discusses current policy and practices at various levels of Sweden’s compulsory school system for these pupils. The analysis traces three themes at the national and municipal levels: (1) values and goals; (2) organisation and placement of pupils; and (3)…
Pedagogical Traditions and Conditions for Inclusive Education
The idea of “a school for all” has been on the agenda for a long time both within disability research and educational practices. Experiences however show that there is a long way between idea and realization of that idea. This article looks into conditions to develop an inclusive school from the perspective of different pedagogical ideas and traditions. It argues that one roughly can distinguish between two pedagogical traditions with different i…
Inclusive education in Sweden? A critical analysis
When it comes to pupils in need of special support and pupils with disabilities, Sweden’s compulsory school system is sometimes considered a one‐track system. This article analyses and critically discusses current policy and practices at various levels of Sweden’s compulsory school system for these pupils. The analysis traces three themes at the national and municipal levels: (1) values and goals; (2) organisation and placement of pupils; and (3)…
Segregated education as a challenge to inclusive processes
Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in ‘regular’ education in many countries. This survey study investigates the views of teachers in segregated types…
They would be bullied in ordinary schools’ – exploring public discourses on inclusionary schooling
Though research on inclusive education makes up a considerable part of the special education research field, very few studies have explored how beliefs and ideas about inclusion and exclusion emerge in general media discourses of education and schooling. Using positioning theory as a theoretical framework, this paper explores public discourses on inclusionary/exclusionary schooling by analysing newspaper articles about a segregated type of school…
Is it possible to get away from disability-based classifications in education? An empirical investigation of the Swedish system
Disability classifications is given a minor role in the Swedish national policy on special needs in schools. In the present study questionnaires are used to investigate the actual importance of medical diagnosis in obtaining special support as well as attitudes towards such practices. The study involves different levels of the educational system as well as different occupational groups within compulsory schooling and preschool. The results show t…
Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are pre…
Pedagogical Traditions and Conditions for Inclusive Education
The idea of “a school for all” has been on the agenda for a long time both within disability research and educational practices. Experiences however show that there is a long way between idea and realization of that idea. This article looks into conditions to develop an inclusive school from the perspective of different pedagogical ideas and traditions. It argues that one roughly can distinguish between two pedagogical traditions with different i…
Inclusive education in Sweden? A critical analysis
When it comes to pupils in need of special support and pupils with disabilities, Sweden’s compulsory school system is sometimes considered a one‐track system. This article analyses and critically discusses current policy and practices at various levels of Sweden’s compulsory school system for these pupils. The analysis traces three themes at the national and municipal levels: (1) values and goals; (2) organisation and placement of pupils; and (3)…
Is it possible to get away from disability-based classifications in education? An empirical investigation of the Swedish system
Disability classifications is given a minor role in the Swedish national policy on special needs in schools. In the present study questionnaires are used to investigate the actual importance of medical diagnosis in obtaining special support as well as attitudes towards such practices. The study involves different levels of the educational system as well as different occupational groups within compulsory schooling and preschool. The results show t…
What is meant by inclusion? An analysis of European and North American journal articles with high impact
The purpose of this review is to further our knowledge about what is meant by inclusion in research addressing the topic. While it is common to remark that inclusion is defined in different ways in research, few attempts have been made to map and analyse different types of definitions and whether there are patterns to be find in how the concept is used. The 30 most cited journal articles from a North American and a European research arena were se…
Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are pre…
Segregated education as a challenge to inclusive processes
Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in ‘regular’ education in many countries. This survey study investigates the views of teachers in segregated types…
They would be bullied in ordinary schools’ – exploring public discourses on inclusionary schooling
Though research on inclusive education makes up a considerable part of the special education research field, very few studies have explored how beliefs and ideas about inclusion and exclusion emerge in general media discourses of education and schooling. Using positioning theory as a theoretical framework, this paper explores public discourses on inclusionary/exclusionary schooling by analysing newspaper articles about a segregated type of school…
Construction of learning environments
Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning env…
Pedagogy (7 works) · Psychology (7 works) · Collaborative Teaching and Inclusion (6 works) · Political science (6 works) · Sociology (6 works) · Disability Education and Employment (5 works) · Inclusion (mineral (5 works) · Teacher Education and Leadership Studies (5 works) · Mathematics education (4 works) · Computer Science (3 works)