Local school ideologies and inclusion: the case of Swedish independent schools

Abstract

This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level, and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents, and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic -inclusive and the market oriented -exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketization are finally discussed.

Varying access to professional, special educational support: a total population comparison of special educators in Swedish independent and municipal schools

“…In addition, policy regarding inclusive education is formulated in general terms and the room for interpretation is large (Göransson, Nilholm, and Karlsson, ). While some of these differences, and even to some extent clustering of pupils in need of special support are visible at certain types of schools relatable to school profiles (Magnússon, Göransson, and Nilholm, ), local school ideologies as regards special education, inclusion and individualised view of the schools objectives are likely to influence these situations (Göransson, Malmqvist, and Nilholm, ).…”

“…Although Sweden has a reputation for a relatively inclusive school system, state policy is not as inclusive as often stated the wide room for interpretation of policy leading to extensive variation as regards organisation of special education in different schools organisations (Göransson, Nilholm and Karlsson, ). The variations can be the results of local school ideologies as regards special educational values and inclusion (Göransson, Malmqvist, and Nilholm, ) or of the different motives for starting schools (Magnússon, ; Magnússon, Göransson, and Nilholm, ).…”

“…The provision of resources such as special educators can be regarded as expressions of educational organisation, dependent upon educational and democratic perspectives and ideologies (Skrtic, , ; cf. Göransson, Malmqvist, and Nilholm, ). As different ways of explaining the need for special support and organising interventions can come to characterise schools, the occupational situations of the special educators can be indicators of how schools identify and prioritise resources for special support.…”

“…The understanding of special educational needs can differ greatly between different settings and schools (Giota and Emanuelsson, ; Göransson, Malmqvist and Nilholm, ; Kugelmass and Ainscow, ; Magnússon, Göransson and Nilholm, ). In addition, different professions have different views on – and understanding of – special educational needs (Lindqvist, Nilholm and Almqvist, ; Lindqvist, Nilholm, Almqvist, et al., ; Skrtic, ).…”

Similar Situations? Special Needs in Different Groups of Independent Schools

“…In other words, the work with PNSS is dependent upon educational and democratic perspectives and ideologies manifested, for instance, in beliefs and practices regarding the goals and purpose of education, pupils' rights, and the organization of work. These manifestations may also differ in different contexts (Göransson, Malmqvist, & Nilholm, 2012b). Different ways of explaining problems and different interventions constructed to solve them can come to characterize different social contexts.…”