Challenging Special Educational Traditions? Swedish Independent Schools and Special Support
Author(s):
Gunnlaugur Magnússon (presenting / submitting)
Conference:
ECER 2016
Network:
04. Inclusive Education
Format:
Paper

Session Information

04 SES 08 B, Inclusive Classes, Inclusive Schools, Inclusive Countries

Paper Session

Time:
2016-08-25
09:00-10:30
Room:
OB-H0.12
Chair:
Jo Rose

Contribution

The Swedish education system underwent dramatic changes in the early 1990’s, moving from a communitarian view of the purpose and means of education to a market oriented system with an individual focus where choice and private actors became the means of increasing efficiency and quality within education. In the past 25 years the proportion of independent schools has increased exponentially and they now constitute a significant portion of the total school population and educate approximately14% of the pupil population on compulsory school level. This presentation summarises empirical results from a total population survey study. The aim is to provide an encompassing image of the organisation and provision of special education in the field of independent compulsory schools and discuss the consequences for ideals of inclusive education. This research is unique as it can be seen as a comprehensive empirical study of an important part of a national compulsory education system. In particular, it can be seen as informative to those seeking inspiration from the Swedish model.

Method

The empirical foundation was gathered in a total population survey study of Swedish independent compulsory schools (N = 686, response rate = 79%). The statistical analyses were primarily descriptive due to the nature of the questions, the lack of prior research and the fact that the numbers represent the total population. The results summarized and presented here have been published in three peer review articles containing a general description of special education issues in the total population of independent schools, comparisons of these issues in different profile groups of independent compulsory schools and a qualitative content analysis of over 400 hand written replies to questions regarding special support from the responding independent schools. The analytical tools are primarily based upon different perspectives of and within special education and how these relate to ideals of inclusive education.

Expected Outcomes

The results show that although there are individual examples of more or less inclusive initiatives among the independent schools, the independent schools have not constituted a general challenge towards special educational traditions on system level. There are several indicators in prior research that the choice model of education in Sweden has contributed to social segregation within the school system grouping pupils according to different social categories. This research indicates that special educational needs are an additional factor to take into account as regards segregation as certain clustering of pupils in need of special support is seen at specific schools. Also, certain schools market themselves towards particular diagnosis and/or special support, indicating a reproduction of special schools to which pupils and families can choose to apply. Additionally, school choice seems to be more limited for pupils in need of special support than it is for other pupil groups. A theoretical reading of the results is that the paradigm shift from traditional special educational provision to the inclusive education paradigm did not denounce the bureaucratic features of schooling. Additionally, the education reforms of the nineties did not denounce the founding principles of special education, but rather emphasised them via a shift in focus from equity to excellence. Finally, educational discourses/paradigms do not exist independently from each other but rather exist parallel and in relation to each other. Special educational perspectives and practices, are a case in point, as is the tension between the emphasis on education as a social project with diversity and inclusion as general goals and the individualist market paradigm with choice as a democratic principle. The conclusion is drawn that while Swedish education may still have inclusive ambitions, the marketization of the education system can be seen as contributing to a less inclusive education on system level.

References

Clark, C., Dyson, A. & Millward, A. (1998). Theorising special education? Time to move on? In C. Clark, A. Dyson, & A. Millward (Eds.), Theorising Special Education (pp. 156-173). London, England: Routledge. Göransson, K. & Nilholm, C. (2014). Conceptual diversities and empirical shortcomings – a critical analysis of research on inclusive education. European Journal of Special Needs Education, 29(3), 265-280. Göransson, Kerstin; Magnússon, Gunnlaugur & Nilholm, Claes (2012). Challenging Traditions? Pupils in Need of Special Support in Swedish Independent Schools. Nordic Studies in Education, 32(3-4), 262-280. (Available from http://www.idunn.no/np/2012/03-04/challenging_traditions_-_pupils_in_need_of_special_support) Magnússon, G. (2015). Traditions and Challenges: Special Support in Swedish Independent Compulsory Schools. (Doctoral dissertation). Västerås: Mälardalen University. Magnússon, Gunnlaugur; Göransson, Kerstin & Nilholm, Claes (2014). Similar Situations? Special Needs in Different Groups of Independent Schools. Scandinavian Journal of Educational Research. DOI: 10.1080/00313831.2014.904422 (available from http://www.tandfonline.com) Magnússon, Gunnlaugur. (Forthcoming). Representations of (Special) Support? Independent Schools’ Descriptions of Special Educational Provision. To appear in European Journal of Special Needs Education shortly. Nilholm, C. (2005). Specialpedagogik: Vilka är de grundläggande perspektiven? [Special education: what are the basic perspectives?] Pedagogisk Forskning i Sverige, 10(2),124-138. Skrtic, T. M. (1991a). Behind special education. A Critical Analysis of Professional Culture and School Organization. Denver, CO: Love Publishing Company. Skrtic, T. M. (1995c). ‘Special education and Student Disability as Organizational Pathologies: Toward a Metatheory of School Organization and Change’. In T. M. Skrtic (Ed.), Disability and democracy: reconstructing (special) education for postmodernity. (pp.190-232). New York, NY: Teachers College Press.

Author Information

Gunnlaugur Magnússon (presenting / submitting)
Mälardalen University
School of Education, Culture and Communication
Eskilstuna

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