During the last decades, inclusion has become pervasive in the international arena (Brahm, 2013) and research in special needs education has in some contexts even become synonymous with “inclusive education” (e.g. in the ECER association). Even so, the development of inclusive education seems to move slowly (Ainscow, Booth, & Dyson, 2006; European Agency for Development in Special Needs Education (EADSNE), 2003; Slee, 2010) Segregated solutions, for example in the form of special groups and special schools, still exists to a lesser or greater extent in most education systems. There is, however, noticeably little research concerning such educational environments. Research on segregated educational environments has mainly focused on comparing social and/or academic development of pupils placed in segregated vs. integrated settings (e.g. de Graaf, van Hove, & Haveman, 2013; Hardiman, Guerin, & Fitszimons, 2009; Szumski & Karwowski, 2014). We find this remarkable for several reasons. Firstly, these are the educational environments which a sizable group of pupils meet. Secondly, segregated educational environments are sanctioned by educational policies and curricula as a way to handle the problem of meeting pupil diversity. Thirdly, together with general education, these environments constitute an important part in the development of inclusive education. However, more research is needed.
Sweden is an interesting arena for several reasons. Schools for pupils with intellectual disability (SPID) exists within a school system that has been regarded as one of the most inclusive systems in the world (OECD, 2011). Knowledge goals for SPID have a long tradition of being governed by a special national syllabus. Thus, SPID in Sweden can be considered as a parallel school to the general education school. In the academic year 2016/17, the pupils in SPID constituted approximately 1 % of the total population of pupils in compulsory schools. Furthermore, there is a tradition, over a century long, of educating special teachers for SPID.
The results presented here are part of a larger study, comprising a questionnaire to SPID-teachers and teachers for pupils with intellectual disability (ID) integrated in general education schools and case studies in SPID. The purpose of the study is to generate knowledge about the teaching and learning environments which pupils in SPID meet, focusing on pupils’ knowledge development, social life in school and their democratic education to become active citizens. As a theoretical framework, the study applies curriculum theory developed by Schiro (2013) presenting different curriculum ideologies. Each one of the ideologies gives different views on purpose of education, knowledge, teaching, learning, children as learning subject and assessments’ function in teaching. Overall, the theory gives analytical tools to interpret how the teachers describe SPID’s educational identity and to interpret the didactic questions what, how and why in the analyses of teachers’ construction of the teaching assignment.
The overall purpose of this presentation is to provide a selection of results mirroring aspects of the educational environment of SPID in Sweden. Preliminary results are presented from the questionnaire, which is a total population study of teachers working full time in SPIDs and teachers in general education teaching integrated pupils with ID. Research questions are:
- How do teachers perceive cooperation with their colleagues in SPID and general education?
- How do teachers describe teaching in SPIDs in relation to teaching in general education schools?