Characteristics of Independent Schools Directed at Students in Need of Special Support: A Study of School Website Presentation

Autor/inn/en	Anderson, Lotta; Möllås, Gunvie; Ohlsson, Lisbeth
Titel	Characteristics of Independent Schools Directed at Students in Need of Special Support: A Study of School Website Presentation
Quelle	In: Problems of Education in the 21st Century, 77 (2019) 3, S.317-337 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Lotta) ORCID (Möllås, Gunvie) ORCID (Ohlsson, Lisbeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Private Schools; Foreign Countries; Institutional Characteristics; Web Sites; Students with Disabilities; Student Needs; Teaching Methods; Educational Practices; Inclusion; Educational Environment; School Personnel; Interpersonal Relationship; Cooperation; Governance; Educational Objectives; Sweden + Suchen Sie Ihr Suchwort? Private school; Privatschule; Ausland; Web-Design; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulpersonal; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Co-operation; Kooperation; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Educational objective; Bildungsziel; Erziehungsziel; Schweden
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' website presentations, which were processed and analysed in consecutive steps. The results showed that the students' 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01