@article {1213,
	title = {CHARACTERISTICS OF INDEPENDENT SCHOOLS DIRECTED AT STUDENTS IN NEED OF SPECIAL SUPPORT: A STUDY OF SCHOOL WEBSITE PRESENTATION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {317-337},
	abstract = {The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools{\textquoteright} website presentations, which were processed and analysed in consecutive steps. The results showed that the students{\textquoteright} complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76\%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.},
	keywords = {inclusive education, independent schools, students in need of special support, treatment methods, website presentation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.317},
	url = {http://oaji.net/articles/2019/457-1561381868.pdf},
	author = {Lotta Anderson and Gunvie M{\"o}ll{\r a}s and Lisbeth Ohlsson}
}
@article {1238,
	title = {TEACHER EDUCATORS{\textquoteright} SELF-REPORTED PREPAREDNESS TO TEACH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {584-597},
	abstract = {This research explores teacher educators{\textquoteright} self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators{\textquoteright} self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability. One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs.  },
	keywords = {disability research, inclusive teaching, professional development, special educational needs, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.584},
	url = {http://oaji.net/articles/2019/457-1571384344.pdf},
	author = {Mona Holmqvist and Lotta Anderson and Lisa Hellstr{\"o}m}
}
@article {1090,
	title = {ASSESSMENTS FOR LEARNING IN GRADES 1-9 IN A SPECIAL SCHOOL FOR STUDENTS WITH INTELLECTUAL DISABILITY IN SWEDEN},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {508-524},
	abstract = {The aim of this research is to analyze teachers{\textquoteright} and paraprofessionals{\textquoteright} work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals{\textquoteright} work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students{\textquoteright} abilities in different subject. The data in this study are based on teams{\textquoteright} written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children{\textquoteright}s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective.  Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time.},
	keywords = {assessment for learning, intellectual disability, paraprofessional, special school, teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.508},
	url = {http://oaji.net/articles/2017/457-1513710227.pdf},
	author = {Lotta Anderson and Daniel {\"O}stlund}
}
