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Leisure-time activities including children with special needs: a research overview
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0002-3276-2363
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0001-7261-590X
2019 (English)In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 7, no 1, p. 20-35Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Verlag Barbara Budrich, 2019. Vol. 7, no 1, p. 20-35
Keywords [en]
after school activities, leisure time activities, leisure time center, special needs
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-89986DOI: 10.3224/ijree.v7i1.03OAI: oai:DiVA.org:lnu-89986DiVA, id: diva2:1368978
Available from: 2019-11-09 Created: 2019-11-09 Last updated: 2022-09-27Bibliographically approved
In thesis
1. Specialpedagogik i Fritidshemmet: Från samlat forskningsläge till pedagogisk praktik
Open this publication in new window or tab >>Specialpedagogik i Fritidshemmet: Från samlat forskningsläge till pedagogisk praktik
2022 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2022. p. 130
Series
Linnaeus University Dissertations ; 463
National Category
Pedagogy
Research subject
Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-116551 (URN)9789189709355 (ISBN)9789189709362 (ISBN)
Public defence
2022-10-07, Weber, Hus K, Växjö, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2022-09-27 Created: 2022-09-27 Last updated: 2024-03-11Bibliographically approved

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Extendad education - overview(230 kB)403 downloads
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Lundbäck, BirgittaFälth, Linda

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