The Identity Making of Teachers, Pupil Assistants and the Diagnosed Pupil: Discourses in the Context of Segregated Special Education Units

Autor/in	Edin, Johan
Titel	The Identity Making of Teachers, Pupil Assistants and the Diagnosed Pupil: Discourses in the Context of Segregated Special Education Units
Quelle	In: Emotional & Behavioural Difficulties, 27 (2022) 4, S.344-356 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edin, Johan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2023.2175460
Schlagwörter	Teacher Aides; Attitudes; Teacher Attitudes; Professional Identity; Special Classes; Students with Disabilities; Neurodevelopmental Disorders; Beliefs; Foreign Countries; Role; Attention Deficit Hyperactivity Disorder; Autism Spectrum Disorders; Secondary Education; Student Characteristics; Student Needs; Sweden + Suchen Sie Ihr Suchwort? Handreichung; Lehrerhilfe; Attitude; Einstellung; Verhalten; Lehrerverhalten; Special class; Sonderklasse; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Belief; Glaube; Ausland; Rollen; Autism; Autismus; Sekundarbereich; Schweden
Abstract	This study aimed to explore how the perceptions held by pupil assistants (PAs) and teachers regarding their professions shaped the identities of PAs and teachers belonging to segregated special education units (SEUs), as well as pupils with neurodevelopmental diagnoses (NDs). A qualitative study consisting of semi-structured interviews and Critical Discourse Analysis inspired by Fairclough with an emphasis on "members' resources" was conducted in two educational teams composed of PAs and teachers. Two overarching discourses emerged in which the PAs presented themselves as spokespersons of the pupils' thoughts and feelings, which created an identity of the diagnosed pupils as less capable and the PAs as caretakers. The teachers represented a view less affected by NDs; the pupils were identified as individuals capable of learning. The results illustrated the importance of member resources as an explanatory factor in the creation of discourses and identity making of occupational groups and pupils with NDs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01