Varying Access to Professional, Special Educational Support: A Total Population Comparison of Special Educators in Swedish Independent and Municipal Schools

Autor/inn/en	Magnússon, Gunnlaugur; Göransson, Kerstin; Nilholm, Claes
Titel	Varying Access to Professional, Special Educational Support: A Total Population Comparison of Special Educators in Swedish Independent and Municipal Schools
Quelle	In: Journal of Research in Special Educational Needs, 18 (2018) 4, S.225-238 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12407
Schlagwörter	Comparative Analysis; Special Education Teachers; Municipalities; Private Schools; Public Schools; Foreign Countries; Teacher Attitudes; Values; Teaching Experience; Part Time Faculty; Work Environment; Access to Education; Special Needs Students; Sweden + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Magistrat; Private school; Privatschule; Public school; Öffentliche Schule; Ausland; Lehrerverhalten; Wertbegriff; Arbeitsmilieu; Education; Access; Bildung; Zugang; Bildungszugang; Sonderpädagogischer Förderbedarf; Schweden
Abstract	Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n = 4252) examined after 2001. The aim was to explore and compare the occupational situations of special educators working in Swedish municipal and independent schools. This is done by studying their occupational situations and the values they express regarding identification of -- and work with -- special support. The results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools have fewer years' experience as special educators, are more often employed part-time than full-time and are more likely to hold other positions in schools (such as head teacher) than those employed in municipal schools. The results further illustrate different organisational approaches towards special educational support. Apparent is that independent schools offer professional special educational resources to a lower degree and utilise them differently. This is likely to influence the situation of pupils in need of support, and has consequences for the image of the Swedish education system. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01