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

Abstract

Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n = 4252) examined after 2001. The aim was to explore and compare the occupational situations of special educators working in Swedish municipal and independent schools. This is done by studying their occupational situations and the values they express regarding identification of – and work with – special support. The results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools have fewer years’ experience as special educators, are more often employed part‐time than full‐time and are more likely to hold other positions in schools (such as head teacher) than those employed in municipal schools. The results further illustrate different organisational approaches towards special educational support. Apparent is that independent schools offer professional special educational resources to a lower degree and utilise them differently. This is likely to influence the situation of pupils in need of support, and has consequences for the image of the Swedish education system.

Contextualizing inclusive education in educational policy: the case of Sweden

“…A survey to all independent comprehensive schools in Sweden showed that 15.2% of the independent schools stated that they had refused admittance to students with special educational needs in a three year period. Additionally, the proportion of pupils in need of support varied considerably depending on the profile of the independent schools (Magnússon, Göransson and Nilholm, 2014;Magnússon, 2015) and there are reports that independent schools provide special educational resources to a much lower degree than schools run by the municipalities (Magnússon, 2015;Magnússon, Göransson, & Nilholm, 2017;Ramberg, 2015). The results indicated that the choice of schools is limited for pupils in need of special support compared to other pupil groups (see also, Göransson et al, 2012).…”

Inclusive education and school choice lessons from Sweden

“…A government report in the early 2000s (SNAE [The Swedish National Agency for Education] 2003) concluded that independent schools were more satisfied (than municipal schools) with their organisation of special education, with the resources Giota and Emanuelsson 2011Göransson, Magnússon, and Nilholm 2012Magnússon 2015Magnússon 2016Magnússon, Göransson, and Nilholm 2014Magnússon, Göransson, and Nilholm 2017Ramberg 2013Ramberg 2014Ramberg 2015Tah 2018 allocated for special support, and that independent schools had higher goal attainment. The report also described the independent schools as innovative as regards the organisation of special education.…”

“…As mentioned above, special needs educators (SNEs) are considered important professions when it comes to organising special education and developing inclusive education. However, primary-and secondary-independent schools employ SNEs to a much lower degree than schools run by municipalities (Magnússon 2015;Magnússon, Göransson, and Nilholm 2017;Ramberg 2013Ramberg , 2015. Only 50% of SNEs working in independent primary schools have full-time positions as SNEs, compared to 80% of SNEs in municipal schools.…”

“…Only 50% of SNEs working in independent primary schools have full-time positions as SNEs, compared to 80% of SNEs in municipal schools. SNEs working in independents schools also have other professional-roles more often than SNEs in municipal schools; for instance as head-teachers or regular teachers (Magnússon, Göransson, and Nilholm 2017). Ramberg (2013Ramberg ( , 2015 concluded that there are great differences between municipal and independent upper-secondary schools as regards the availability and presence of SNEs and that many independent schools do not provide such resources.…”

Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses

“…Abbott 2007;Cole 2005;Lindqvist 2013;Lingard 2001;Pearson 2008;Szwed 2007;Takala, Pirttimaa, and Törmänen 2009) and their roles and jurisdiction is often poorly defined (e.g. Göransson, Lindqvist, and Nilholm 2015;Lindqvist et al 2011;Magnússon, Göransson, and Nilholm 2017).…”