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
Joakim IsakssonErik Bergström

Abstract

During the last decade an increasing use of differentiated support measures for pupils with special educational needs, indicative of a discrepancy between educational policies and practices, has been witnessed in Sweden. Another trend has been the increased use of medical diagnoses in school. The aim of this study was to explore the main concern of support given to pupils with special educational needs and how pupils and parents experience and handle this. Interviews were conducted with eight pupils in Grades 7-9-and their parents-at two compulsory schools in a city in northern Sweden. A grounded theory approach was used for analyzing the interview data. A conceptual model was generated illuminating the main concern of special support measures for pupils and parents. The core category of the model, struggling for recognition and inclusion, was related to two categories, which further described how this process was experienced and handled by the participants. These categories were labeled negotiating expertise knowledge within a fragmented support structure and coping with stigma, ambivalence, and special support measures. The developed conceptual model provides a deeper understanding of an ongoing process of struggle for recogn...Continue Reading

Citations

Apr 26, 2015·Autism : the International Journal of Research and Practice·Vedrana Bolic BaricHelena Hemmingsson
Dec 8, 2016·Disability and Rehabilitation. Assistive Technology·Emma LindebladIdor Svensson
Mar 11, 2015·Journal of Attention Disorders·Darren A MooreTamsin J Ford

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