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Magnússon, Gunnlaugur; Göransson, Kerstin – European Journal of Special Needs Education, 2019
Special needs educators (SNEs) have important roles in many education systems. However, their roles are often poorly defined, and differ greatly both between and within education systems. Studies show that SNEs have diverse tasks, have problems defining their jurisdiction, and approach special support with different perspectives than other…
Descriptors: Foreign Countries, Special Education Teachers, Teacher Role, Regular and Special Education Relationship
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Klang, Nina; Gustafson, Katarina; Möllås, Gunvie; Nilholm, Claes; Göransson, Kerstin – European Journal of Special Needs Education, 2017
With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From…
Descriptors: Case Studies, Disabilities, Teachers, Teacher Role
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Nilholm, Claes; Göransson, Kerstin – European Journal of Special Needs Education, 2017
The purpose of this review is to further our knowledge about what is meant by inclusion in research addressing the topic. While it is common to remark that inclusion is defined in different ways in research, few attempts have been made to map and analyse different types of definitions and whether there are patterns to be find in how the concept is…
Descriptors: Inclusion, Journal Articles, Literature Reviews, Educational Research
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Göransson, Kerstin; Nilholm, Claes – European Journal of Special Needs Education, 2014
The purpose of this paper is to critically analyse research about inclusive education. Prior reviews and the outcome of a recent search of databases are analysed with regard to (a) how inclusion is defined and (b) what empirical knowledge there is regarding factors that make schools and classrooms more inclusive. Our point of departure is that we…
Descriptors: Educational Research, Inclusion, Criticism, Mainstreaming