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Specialpedagogik i Fritidshemmet: Från samlat forskningsläge till pedagogisk praktik
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). (SET forskarskola)ORCID-id: 0000-0002-3276-2363
2022 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Hållbar utveckling
SDG 4: Säkerställa en inkluderande och likvärdig utbildning av god kvalitet och främja livslångt lärande för alla
Abstract [en]

This thesis aims to contribute to research and practice with knowledge aboutspecial education in the activities of School-age Educare. Questions that seekanswers are how special education can be expressed in the activities of theSchool-age Educare and how Special education can be a resource at the SchoolageEducare and supplement the School-age Educare´s pedagogy. According tothe Education Act, students' need for special educational support also includesSchool-age Educare. This thesis consists of four articles. Bronfenbrenner'ssystem theory is used as a tool to synthesize the results. The first article is asystematic literature review. The results show that in an internationalcomparison, the Swedish School-age Educare’s clear connection to sharedgoverning documents with the school appears unique. The second article is asurvey where the results show that students in need of special educationalsupport are highlighted from a school perspective and that teachers in SchoolageEducare and special educators collaborate primarily with a focus onstudents' school situation. The third article highlights how teachers in SchoolageEducare work to promote social inclusion. The results show that teacherssupport students actively participating in their activities. Still, most of the timein the schoolyard, students play without active support from adults, which canrisk students being socially excluded. In the final study, lesson study is used asa model. The results show that teachers in both School-age Educare andcompulsory schools see the potential in the model for developing teaching forall students. The overall results show that teachers in School-age educare needto direct a critical special educational eye toward activities where the students'needs for support are identified. However, the problem should not be placed onthe individual student. Instead, the teachers in School-age Educare shouldknow how School-age Educare promotes and supports all students learning anddevelopment. Based on Bronfenbrenner's theoretical model, the individualbecomes visible and is given support based on their needs in the microsystem.There is support in the mesosystem through teachers' conscious choice ofteaching activities. Teachers in School-age Educare and compulsory schoolscollaborate within the exosystem. Discussing and expressing the school's valuesin all the school organizations in the macro system is necessary.

Ort, förlag, år, upplaga, sidor
Växjö: Linnaeus University Press, 2022. , s. 130
Serie
Linnaeus University Dissertations ; 463
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik, Specialpedagogik
Identifikatorer
URN: urn:nbn:se:lnu:diva-116551ISBN: 9789189709355 (tryckt)ISBN: 9789189709362 (digital)OAI: oai:DiVA.org:lnu-116551DiVA, id: diva2:1699301
Disputation
2022-10-07, Weber, Hus K, Växjö, 13:00 (Svenska)
Opponent
Handledare
Tillgänglig från: 2022-09-27 Skapad: 2022-09-27 Senast uppdaterad: 2024-03-11Bibliografiskt granskad
Delarbeten
1. Leisure-time activities including children with special needs: a research overview
Öppna denna publikation i ny flik eller fönster >>Leisure-time activities including children with special needs: a research overview
2019 (Engelska)Ingår i: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 7, nr 1, s. 20-35Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In Sweden and the other Scandinavian countries children are offered a curricular based combination of care and teaching before and after compulsory school hours. These leisure time centers, so-called fritidshem, are offered to children aged between 6 and 12 whose parents’ study or work, as well as to children that require special development support. The aim of this systematic literature review was to investigate how similar activities are described in international research. The focus was on children aged 6-12 who have been assessed to need special support. The initial step in this literature survey was the reading of 108 abstracts from academic articles. The second step included 21 articles that were read in their entirety. Fourteen of them met the sampling criteria and were included in the result section. The Nordic model combines care and curricular activities before and after compulsory school hours. In other countries activities taking place after school hours are separated into activities meeting children’s need of care and activities supplementing school. Another result that became clear in this research is the need of further studies to map pre- and after-school activities where children are simultaneously offered development support and care, with special focus on children in need of extra support.

Ort, förlag, år, upplaga, sidor
Verlag Barbara Budrich, 2019
Nyckelord
after school activities, leisure time activities, leisure time center, special needs
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-89986 (URN)10.3224/ijree.v7i1.03 (DOI)
Tillgänglig från: 2019-11-09 Skapad: 2019-11-09 Senast uppdaterad: 2022-09-27Bibliografiskt granskad
2. Pupils with Special needs - Collaboration between School and School-age Educare
Öppna denna publikation i ny flik eller fönster >>Pupils with Special needs - Collaboration between School and School-age Educare
2020 (Engelska)Ingår i: Social Sciences and Education Research Review, ISSN 2392-9863, Vol. 7, nr 2, s. 7-26Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

As the Swedish governing documents state that the School-age educare should supplement the education in the compulsory school, the support for pupils with special needs could be expected to continue after school at the School-age educare. The purpose of this study is to elucidate how special education teachers in school and teachers at the School-age educare collaborate in the work with pupils in need of special support. A total of 30 teachers participated. The results were analyzed using Bronfenbrenner's ecological model and show that collaboration exists to a limited extent when teaching children with special needs. It is evident in the results that a clearer focus on inclusion is 8desirable and that a collaboration between professions will enable the school-age educare to be a complement to school.

Ort, förlag, år, upplaga, sidor
University of Craiova, 2020
Nyckelord
special needs, school-age educare, collaboration, complement to school
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-101209 (URN)2020 (Lokalt ID)2020 (Arkivnummer)2020 (OAI)
Tillgänglig från: 2021-02-15 Skapad: 2021-02-15 Senast uppdaterad: 2022-09-27Bibliografiskt granskad
3. Lesson Study as a bridge between two learning contexts
Öppna denna publikation i ny flik eller fönster >>Lesson Study as a bridge between two learning contexts
2020 (Engelska)Ingår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, nr 3, s. 289-299Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Purpose Lesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1-3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons. Design/methodology/approach Data were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject. Findings Teachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school. Research limitations/implications An important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations. Originality/value The originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.

Ort, förlag, år, upplaga, sidor
Emerald Group Publishing Limited, 2020
Nyckelord
Collaboration, Elementary school, Lesson Study, Mapping knowledge, School-age educare, Special educational needs
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-97153 (URN)10.1108/IJLLS-02-2020-0006 (DOI)000539564400001 ()2-s2.0-85086131827 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2017-06039
Tillgänglig från: 2020-07-14 Skapad: 2020-07-14 Senast uppdaterad: 2022-09-27Bibliografiskt granskad

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