Representations of Special Support. Independent Schools' Descriptions of Special Educational Provision

Autor/in	Magnússon, Gunnlaugur
Titel	Representations of Special Support. Independent Schools' Descriptions of Special Educational Provision
Quelle	In: European Journal of Special Needs Education, 31 (2016) 2, S.155-170 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2015.1125685
Schlagwörter	Private Schools; Special Education; Foreign Countries; School Choice; Inclusion; Innovation; Surveys; Educational Change; Sweden + Suchen Sie Ihr Suchwort? Private school; Privatschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Choice of school; Schulwahl; Inklusion; Survey; Umfrage; Befragung; Bildungsreform; Schweden
Abstract	An important argument for the introduction of school choice in Sweden, was that independent schools would be a source for innovation. But do independent schools follow traditional patterns of special education, or do they aim for alternative organisational solutions, approaching inclusive education? Here, results from a total population questionnaire of the Swedish independent schools (N = 686; response rate = 79%) are presented. Four hundred written responses to two open-ended questions were received. The responses covered topics such as resource allocation, school descriptions and good practice. Themes and categories were condensed using qualitative content analysis and the results are theorised in terms of special educational perspectives and inclusive education. Results show examples of alternative and inclusive approaches, as well as examples of traditional understanding and organisation of special support within the field. The idea of market competition as a force of innovation is not supported in this material. Marketing and niching of schools can contribute to a less inclusive education system. More research that is both large scale and contextual is needed to understand further how schools cope with contradicting educational ideals and policy when competing for pupils. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01