04 SES 14, Testing and Inclusive Schooling - International Challenges and Opportunities (Part 3)
Symposiumn continued from 04 SES 13 C
The similarities and differences between the Swedish and German education systems arguably make a comparison between these two countries in the context of inclusive education a promising field of research. This is even more significant when it comes to the assessment of special educational needs (SEN), where a comparative approach may contribute to a deeper understanding about the relation between inclusive approaches and categorisation processes in education. The concept of SEN in Sweden is based on the student’s risk to miss the learning objectives of regular school. In contrast, Germany applies a multiple concept of SEN, which could be based on the students’ failure in school and/or a disability. While in Sweden, SEN are assessed by a “pupil welfare team” consisting of special educators, headmaster and various experts, in Germany the assessment process is carried out by a special education teacher and the class teacher. The countries also differ in who takes the final decision of a SEN statement for a student. In Sweden it is made by the headmaster, where as in Germany it is the school supervising authority. Being aware of these differences between the two countries, questions about the significance of medical diagnoses and psychometric tests in pedagogical investigations arise. With this background, the contribution to the symposium consolidates and contextualises the results of research studies on the assessment of special educational needs in the Swedish county of Scania and the German state of North Rhine-Westphalia. In both countries, five cases with varying geographical and social environment were selected. Study 1 analyses the content of 50 assessments which led to an SEN statement. Study 2 draws on interviews with pedagogical investigators and decision makers from the two countries. The focus is lies on the SEN categorisation processes, the allocation of resources and future education. The findings from this research contribute to the discussion on whether inclusive education can be based on a de-categorised special education, or if it promotes medical diagnoses and psychometrical tests.
Amrhein, B. (ed.) (2016). Diagnostik im Kontext inklusiver Bildung: Theorien, Ambivalenzen, Akteure, Konzepte [Diagnostic in the Context of Inclusive Education: Theories, Ambivalences, Actors, Concepts]. Bad Heilbrunn: Klinkhardt Hjörne, E. & Säljö, R. (2004) “There Is Something About Julia”: Symptoms, Categories, and the Process of Invoking Attention Deficit Hyperactivity Disorder in the Swedish School: A Case Study. Journal of Language, Identity & Education, 3(1), 1-24 Hollenweger, J. (2014). Beyond Categories and Labels: Knowledge to Support Assessment for Learning ‘Disability’ – A Problem Well Put? The Sage Handbook of Special Education. Vol. 2. Florian, L. (ed.). London: Sage, 508-521 Isaksson, J., Lindqvist, R. & Bergström, E. (2010). 'Pupils with special educational needs': A study of the assessments and categorising processes regarding pupils' school difficulties in Sweden. International Journal of Inclusive Education, 14(2), 133-151 Isaksson, J., Lindqvist, R. & Bergström, E. (2010). Struggling for recognition and inclusion parents’ and pupils’ experiences of special support measures in school. International Journal of Qualitative Studies on Health and Well-Being, 5(1), 1-11
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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