Arbetet handlar om specialpedagogers syn på handledning och på rollen som handledare. Syftet med studien är att undersöka specialpedagogers syn på handledning för det kollegiala lärandet samt de möjligheter och utmaningar specialpedagoger möter när de handleder. Begreppen handledning och kollegialt lärande diskuteras och en forskningsöversikt inom området redovisas. Det empiriska materialet består av inspelningar från intervjuer med fyra yrkesverksamma specialpedagoger från grundskolan. En tematisk analys har genomförts och jag har utgått från ett socialkonstruktivistiskt perspektiv. Resultatet av studien redovisar tre teman; utveckling genom samtal och reflektion, kollegialt lärande genom grupphandledning och förutsättningar för handledning. Specialpedagogerna upplever att begreppet handledning är svårdefinierbart, de ägnar en stor del av sin arbetstid åt handledning och strävar efter att ställa reflekterande frågor och vara ett bollplank åt lärarna. De har goda erfarenheter av kollegialt lärande men gruppsammansättning och tid ses som de största utmaningarna för en lyckad handledning. Rollen som handledare beskrivs som givande men också utmanande. Handledningen syftar till att främja utveckling på individ-, grupp- och organisationsnivå och utgår från ett socialkonstruktivistiskt perspektiv då det är i mötet med andra som utveckling sker. Specialpedagogers handledning som verkar för att främja det kollegiala lärandet kan resultera i förbättrade lärmiljöer och resultat för eleverna. / This undergraduate thesis is about SENCOs’ view of consultation and the role as consultants, the purpose is to examine SENCOs’ view of consulting for PLC, Professional Learning Communities, and the possibilities and challenges they meet when consulting. The concepts of consulting and PLC are discussed and a research overview is included. The empirical material consists of recorded interviews with four active SENCOs. A thematic analysis is implemented and social contructivism is the theoretical perspective. The result of the study shows three different themes; development through conversation and reflection, consulting for PLC and the basis of consultation. The SENCOs´ experience the concept of consulting hard to define, they spend a great deal of their working hours consulting and they strive to ask reflective questions instead of giving the answers. They have positive experiences of PLC but time and group constellations are challenging. Consulting is rewarding but also challenging. Consulting aim to facilitate development on induvidual, group and organisation level and originate from social constructivism. SENCOs are proficent consultants aiming for PLC to result in better learning environment and better results for students.

The overall aim of this thesis is to increase our knowledge of different occupational groups´ views on work with children in need of special support. This is explored in four separate studies. The first study investigates the views of occupational groups in preschools and schools in one municipality. A questionnaire was handed out to all personnel (N=1297) in the municipality in 2008 (72.5 % response rate). The second study explores the views of educational leaders (N=45) in the same municipality. Questionnaire # 2 was distributed in 2009. All the educational leaders responded to the questionnaire. The third study describes the views of different occupational groups concerning special educational needs coordinators´ (SENCOs) role and work. This was highlighted by comparing responses from questionnaire #1 and # 2. Responses concerning SENCOs´ work were also added using a third questionnaire. This questionnaire was handed out in 2006 to chief education officers (N=290) in all municipalities in Sweden. The response rate was 90.3%. Finally, the fourth study presents five head teachers´ descriptions of their work with special needs issues. Study four was a follow-up study of questionnaire # 2. These head teachers were selected because of their inclusive values and because they seemed to be effective according to certain criteria. They were interviewed in January 2012. The results reveal a number of interesting findings. For example, there are both similar and different views among the occupational groups concerning work with children in need of special support. A majority of the respondents in all groups state that children´s individual deficiencies is one common reason why children need special support in preschools/schools. Differences between the occupational groups become especially visible regarding their views of SENCOs‟ work. Critical pragmatism (Cherryholmes, 1988) is applied as a theoretical point of departure. Skrtic´s (1991) critical reading and analysis of special education relative to general education is specifically used to interpret and discuss the outcome of the studies. Additionally, Abbott´s (1988) reasoning concerning the “division of expert labor” is used to discuss the occupational groups´ replies concerning “who should do what to whom”. The findings in the studies are contextualized and theoretically interpreted in the separate articles. However in the first part of this thesis (in Swedish: Kappa), the theoretical interpretations of the empirical outcome are discussed in more detail and the results are further contextualized and synthesised. Inclusion and premises for inclusive education are also discussed in more depth in the first part of the present thesis.

The overall aim of this thesis is to increase our knowledge of different occupational groups´ views on work with children in need of special support. This is explored in four separate studies. The first study investigates the views of occupational groups in preschools and schools in one municipality. A questionnaire was handed out to all personnel (N=1297) in the municipality in 2008 (72.5 % response rate). The second study explores the views of educational leaders (N=45) in the same municipality. Questionnaire # 2 was distributed in 2009. All the educational leaders responded to the questionnaire. The third study describes the views of different occupational groups concerning special educational needs coordinators´ (SENCOs) role and work. This was highlighted by comparing responses from questionnaire #1 and # 2. Responses concerning SENCOs´ work were also added using a third questionnaire. This questionnaire was handed out in 2006 to chief education officers (N=290) in all municipalities in Sweden. The response rate was 90.3%. Finally, the fourth study presents five head teachers´ descriptions of their work with special needs issues. Study four was a follow-up study of questionnaire # 2. These head teachers were selected because of their inclusive values and because they seemed to be effective according to certain criteria. They were interviewed in January 2012. The results reveal a number of interesting findings. For example, there are both similar and different views among the occupational groups concerning work with children in need of special support. A majority of the respondents in all groups state that children´s individual deficiencies is one common reason why children need special support in preschools/schools. Differences between the occupational groups become especially visible regarding their views of SENCOs‟ work. Critical pragmatism (Cherryholmes, 1988) is applied as a theoretical point of departure. Skrtic´s (1991) critical reading and analysis of special education relative to general education is specifically used to interpret and discuss the outcome of the studies. Additionally, Abbott´s (1988) reasoning concerning the “division of expert labor” is used to discuss the occupational groups´ replies concerning “who should do what to whom”. The findings in the studies are contextualized and theoretically interpreted in the separate articles. However in the first part of this thesis (in Swedish: Kappa), the theoretical interpretations of the empirical outcome are discussed in more detail and the results are further contextualized and synthesised. Inclusion and premises for inclusive education are also discussed in more depth in the first part of the present thesis.

The overall aim of this licentiate thesis is to increase our knowledge about the division of labor in the work with children in need of special support in preschools as described by the occupational groups of preschool teachers and special educational needs coordinators (SENCOs). This is explored in two separate studies. In the first study, the tasks, perceptions, and roles of SENCOs in preschools are examined. The study is part of a total population study where all SENCOs in Sweden (n = 4252) who were examined by the examination acts of the years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, the responses from SENCOs who work in preschools were extracted from the survey. These responses were analysed in Study I involving 523 participants. The results show that SENCOs’ working hours are primarily spent on consultation. SENCOs further report that they are able to influence their colleagues’ views on children's difficulties to a high degree. Most SENCOs in the study believe that the most important reason why children encounter difficulties in preschools is that preschools are poorly adapted to deal with children's differences. The results of this study are theoretically interpreted on the basis of Abbott's (1988) reasoning about jurisdictional control. Persson's (1998) two perspectives on different ways of understanding children's difficulties, namely a categorical and a relational perspective, are also used to interpret the results. Study II analyses how preschool teachers describe which occupational group claims jurisdiction over the work with children in need of special support. The data consist of interviews with 15 preschool teachers. The analysis of the data is based on Abbott's (1988) division of professional work into three aspects: a) formulating a problem, b) reasoning about the problem, and c) treating the problem. The results show that the area where preschool teachers claim jurisdictional control is related to the formulation of the problem. Preschool teachers do not, on the other hand, seem to claim jurisdictional control over the part of professional work that concerns reasoning about the problem. The results show a contradictory image of the treatment of the problem. Preschool teachers sometimes describe themselves as claiming jurisdictional control over treatment and other times describe how SENCOs have jurisdiction over the treatment of the problem. In the licentiate thesis, Abbott's (1988) reasoning about jurisdiction of occupational groups and Persson's (1998) categorical and relational perspectives for understanding children's difficulties are brought together and put in relation to different perspectives on inclusion.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-04-06T11:44:18Z No. of bitstreams: 1 Maria Cristina Matoso.pdf: 2151922 bytes, checksum: 1bcf5b83eba06c89f6a5096d658c6c81 (MD5) / Made available in DSpace on 2016-04-06T11:44:18Z (GMT). No. of bitstreams: 1 Maria Cristina Matoso.pdf: 2151922 bytes, checksum: 1bcf5b83eba06c89f6a5096d658c6c81 (MD5) Previous issue date: 2004-06-28 / Pontif?cia Universidade Cat?lica de Campinas ? PUC Campinas / Analysis of the symbolic dimension of the scientific journal, of what it represents to the scientific community, this dissertation emphasizes the importance of the mechanisms that attribute value to the scientific journal. It especially considers the creation of institutions whose objectives are to promote and stimulate the development of scientific and technological research, and whose policies support scientific publications. The corpus of the research is constituted by the scientific periodicals covering the area of Nutrition. The analysis focuses on their indexes, their explicit criteria for manuscripts? evaluation and selection by the scientific referees, and the composition of their Editorial Boards ? taking into account that authors may also perform the roles of editor or board member. The research results show how recent is the area of Nutrition and how the journals in such area need to reevaluate their objectives. It concludes that it?s necessary that journals adopt norms and specific patterns, besides proceeding to the selection and revision of the articles already entrenched in scientific editing, in order to have them indexed in mechanisms of the Nutrition area. Such procedures will assure that Brazilian science articles will be available at the main national and international database. / An?lise da dimens?o simb?lica da revista cient?fica, ou seja, o que ela representa para a comunidade cient?fica. Destaca-se a import?ncia dos mecanismos que atribuem valor ao peri?dico cient?fico, enfatizando-se a relev?ncia da cria??o dos ?rg?os de fomento que, al?m de promoverem e estimularem o desenvolvimento das investiga??es cient?ficas e tecnol?gicas, praticam pol?ticas de apoio ? publica??o cient?fica. Constitui o corpus desta pesquisa os peri?dicos cient?ficos da ?rea da Nutri??o, dos quais se analisar? a indexa??o, os crit?rios expl?citos de sele??o e avalia??o dos manuscritos pelos revisores cient?ficos, al?m da composi??o do Corpo Editorial considerando-se que o pesquisador-autor pode ainda desempenhar o papel de editor ou de membro do conselho editorial. Os resultados desta pesquisa indicam que a ?rea da Nutri??o ? ainda jovem e que os peri?dicos cient?ficos espec?ficos dessa ?rea precisam redimensionar os seus objetivos. ? necess?rio que adotem normas e padr?es espec?ficos, al?m de proceder ? sele??o e revis?o dos artigos j? sedimentados na editora??o cient?fica, almejando a sua indexa??o em mecanismos da ?rea. Tais procedimentos garantir?o a presen?a dos artigos da ci?ncia brasileira nas principais bases de dados nacionais e internacionais.

This thesis has two overarching aims. The first is to generate further knowledge about Swedish independent schools, specifically regarding the organisation and provision of special support and how these relate to special educational traditions and inclusive education. This is conducted through four empirical studies, utilising data gathered in two total population survey studies. The first survey was a total population study of Swedish independent compulsory schools (N = 686, response rate = 79%), and results from this study are presented in articles I, II and IV. Article III presents results derived from a total population survey of special pedagogues (SENCOs) and special education teachers in Sweden educated according to the degree ordinances of 2001, 2007 and 2008 (N = 4252, response rate = 75%). Article I contains a general description of special education issues in the total population of independent schools. Article II continues with comparisons of these issues in different groups of independent compulsory schools. Article III studies differences in organisational prioritisations regarding special support and special educators in municipal and independent schools. Finally, article IV presents qualitative content analysis of over 400 responses regarding special support at independent schools. The second overarching aim of the thesis is to further develop the discussions initiated in the articles about how special education and inclusive education can be understood in light of the education reforms that introduced the independent schools. A critical theoretical analysis and contextualization of the empirical results from the articles is conducted to explain and describe the consequences of the new (market) education paradigm. Results show that, generally, the independent schools have not challenged special educational traditions to a significant degree. Rather, traditional conceptions, explanations and organisational measures are reproduced, and in some cases enhanced, by market mechanisms. However, there are great differences between the different types of schools with regard to both their perspectives on special education and their organisational approaches. There are also indications that the principle of choice is limited for this pupil group as compared to some other groups. Additionally, the increasing clustering of pupils in need of special support at certain schools replicates a system with special schools. In this case, market mechanisms are contributing to a system that is in contradiction to the idea of an inclusive school system. The theoretical interpretation of the results suggests that Skrtic’s theory can largely explain the empirical patterns found. However, his theory gives rise to different predictions or potential scenarios depending on what parts of his theory are underscored. Moreover, his theory must be complemented with additional perspectives to more fully account for diversity within the results, particularly as the results indicate that discourses/paradigms of special education and inclusive education often occur simultaneously and can thus be seen as expressions of practices taking place in a complex social and political environment. Keywords: Special education; inclusion; school choice; education reform; independent schools; compulso-ry schools; pupils in need of special support, SENCOs; special education teachers; critical pragmatism; Thomas M. Skrtic / Denna avhandling har två övergripande syften. Först, att generera kunskaper om fristående grundskolor i Sverige, specifikt vad gäller organisation och tillhandahållande av särskilt stöd, samt hur det kan förstås i ljuset av specialpedagogiska traditioner och inkludering. Fyra empiriska studier presenteras med data från två stora forskningsprojekt. Det ena var en totalpopulations undersökning av fristående grundskolor (N=686, respons=79 %), resultat från den presenteras i artikel I, II och IV. Artikel III presenterar resultat från en totalpopulations undersökning av specialpedagoger och speciallärare i Sverige, utbildade enligt examensförordningarna från 2001, 2007 och 2008 (N=4252, respons: 75 %). Artikel I beskriver specialpedagogiska frågor inom hela populationen av fristående skolor i generella termer. Artikel II gör jämförelser mellan olika grupper av fristående skolor, artikel III beskriver skillnader i specialpedagogisk organisation mellan fristående och kommunala skolor i termer av specialpedagogers och speciallärares anställningssituation och artikel IV presenterar resultat av en kvalitativ innehållsanalys av över 400 svar om särskilt stöd i fristående skolor. Det andra övergripande syftet är att utveckla den teoretiska diskussionen som initierades i artiklarna, om hur specialpedagogik och inkludering kan förstås i ljuset av de utbildningsreformer som presenterade skolval och fristående skolor i Sverige. En kritisk teoretisk analys och kontextualisering av de empiriska resultaten från artiklarna genomförs för att förklara och beskriva konsekvenserna av de nya (marknads) paradigmet inom svensk utbildning. Resultaten visar att de fristående skolorna inte har utmanat specialpedagogiska traditioner i någon högre grad generellt. Traditionella synsätt, förklaringar och organisatoriska lösningar reproduceras, till och med förstärks, av marknadsmekanismer. Däremot så är det stora skillnader mellan olika skolor, både vad gäller specialpedagogiska perspektiv och organisatoriska lösningar. Det finns också tecken på att skolvalet kan vara begränsat när det gäller elever i behov av särskilt stöd. Dessutom riskerar en samling av elever i behov av särskilt stöd på vissa skolor att reproducera ett system med specialskolor, något som inte är i linje med ambitioner för ett inkluderande skolsystem. De teoretiska tolkningarna av resultaten visar att Skrtic’s teoretiska verktyg kan till en hög grad förklara de empiriska resultaten. Däremot kan olika scenarier skapas beroende på vilka delar av hans teorier som betonas. Dessutom behöver hans teorier kompletteras med tilläggsperspektiv för att förklara variationen i resultaten. Nyckelord: Specialpedagogik; inkludering; skolval; utbildningsreformer; fristående skolor; grundskolan; elever i behov av särskilt stöd, specialpedagoger; speciallärare; kritisk pragmatism, Thomas M. Skrtic / Fristående skolors arbete med elever i behov av särskilt stöd / Speciella yrken? – om speciallärares och specialpedagogers arbete och utbildning