Transitions in the field of special education - Theoretical perspectives and implications for practice

Contents

Approaching the problem of transitionin special education (David Lansing Cameron & Ragnar Thygesen, University of Agder)

How to define transition in special education terms?

Theoretical transitions

Special education in transition

Transitions in Special Education

References

Transition: A conceptual analysis and integrative model (Velibor Bobo Kovac, University of Agder, Kristiansand, Norway)

Abstract

The components of transition

The four basic types of transitions

Discourse and the need for closure

Critical theoretical concerns

Conclusion

References

The legal basis for special needs education in Norway: Changing policy principles (Sven Nilsen, University of Oslo, Norway & Camilla Herlofsen, University of Agder, Kristiansand, Norway)

Abstract

The ambition to develop one school for all – but where some are nevertheless excluded

Segregation continued: special laws, centralisation and the expansion of institutions

Integration phase: common law, decentralisation and closure of institutions

Inclusion phase: local special needs education competence, equity and greater emphasis on adapted education

More recent developments: the right to special needs education under pressure

Chain of actions in special needs education – the transition from national regulations and guidelines to local practice

Discussion – dilemmas

References

Developments in special education and the inclusion process in Denmark. Establishment, consolidation, criticism, inclusion – conceptual and practical challenges (Camilla Brørup Dyssegaard & Niels Egelund, Aarhus University, Denmark)

Abstract

Establishment

Consolidation

Criticism

Inclusion

Conclusion

References

Considerations on the evolving role and practice of the special educator in Norway (David Lansing Cameron & Anne Dorthe Tveit, University of Agder, Kristiansand, Norway)

Abstract

Approaches to understanding the profession

Who are special educators in Norway and what do they do?

Transitions in special education: Competence & context

Scientific pedagogy & the origins of the special educator

Solidifying professional jurisdictions

Dilemmas facing the education of special educators

Contextual challenges and transitions in practice

Conclusion: The special educator in an era of inclusion

References

The SENCo as hybrid: Perspectives on transitions related to inclusion as seen in the Swedish context (Johan Malmqvist, Jönköping University, Sweden)

Abstract

Hybridity theory and the theory of Third Space

Concurrent or competing agendas in the Swedish educational context

Teacher training programs for SEN experts and for regular teachers

From teachers of backward children to SENCos

1999 Teacher education training program reform ‘Att lära och leda’

The 2006 National evaluation of the SENCo program

The 2007 special teacher training program is re-established

The 2008 teacher education program reform: ‘Sustainable teacher education’

The 2012 Report from the Swedish National Agency for Higher Education

A brief summary of changes in teacher education programs

Highlighting an inherent complexity

Empirical findings in Swedish research

Special educators – pioneers in the school (Malmgren Hansen, 2002)

What communication says – an engineering study on the role of special educators and knowledge about dialogues (von Ahlefeld Nisser, 2009)

Summary of empirical findings and some comments

Conclusions

Don’t blame the SENCos

Changes of perspectives based on different values

Indirect support for the psycho-medical perspective: consequences in the mixed zone

References

From special (class) teacher to special educator: The Finnish case (Kristina Ström & Britta Hannus-Gullmets, Åbo Akademi University, Finland)

Abstract

The context of change

The rise of a new profession

The consolidation of the special education professions

The expansion of special education

Towards change

The deconstruction of the special class teacher profession?

Recent developments in special education

Special education in the three-tiered support system

Where are the special class teachers?

Special teacher education

The knowledge base of the special education profession

From remedial class teacher to change agent

The unique (?) competence of the special educator

Conclusion

References

Transitions in special education and related contexts: A brief overview of the research (Ragnar Thygesen & David Lansing Cameron, University of Agder, Kristiansand, Norway)

Abstract

The transition to primary school

Transitions between different levels of the school system

Transitions from school to adult life

Conclusion

References

Collaboration on behalf of children with extensive support needs: Implications for the transition to primary school (David Lansing Cameron, University of Agder, Kristiansand, Norway)

Abstract

Background for the study

What can I do? The significance of professional engagement

Mind the gap. Managing the loss of trusted caregivers

Coordinating for collaboration: An untapped resource

Knowledge comes in all forms, but where does it go?

What do you expect? Making collaboration explicit

Summary and implications for practice

References

From silence to speech: Understanding children who withdraw from social communication from a relational and contextual perspective (Heidi Omdal, University of Agder, Kristiansand, Norway)

Abstract

Transition from silence to speech

The child as an active participant

Joint attention

Communication and inter-subjectivity

Development of self

Attachment and the transactional model

Social role and identity

References

Cultural transitions in Norwegian schools: The question and challenge of inclusion (Maryann Jortveit, University of Agder, Kristiansand, Norway)

Abstract

Theoretical perspectives

Different approaches to teaching in a multicultural school

Recognition

Expectations and learning outcome

Ignoring differences

Devaluation

Blaming the victim

Qualifying to teach in a multicultural school

Conclusion

References

Dropping out or holding on? Dropping out as a sign of the difficulties experienced by adolescents with social, emotional and behavioural difficulties (SEBD) in the transition to upper secondary school (Ingrid Lund, University of Agder, Kristiansand, Norway)

Abstract

Adolescence: a vulnerable period of life

Social, emotional and behavioural difficulties (SEBD)

Dropping out of school – the Norwegian context

Relational and organisational factors in school as the background for understanding drop-out rates for adolescents with SEBD

Relational preventive interventions to stop adolescents with SEBD from dropping out of school

Organisational preventive interventions against adolescents with SEBD dropping out of school

References

Transitioning between systems: Theoretical and political constructions of the roles and relationships between teachers and parents of children with special needs (Anne Dorthe Tveit, University of Agder, Kristiansand, Norway)

Abstract

A theoretical understanding of the professional and non-professional roles

A legislative perspective on the roles of professionals and non-professionals

The distribution of responsibility between parents and teachers in school legislation

Expectations of the teacher and parent roles in the policy documents

Expectations of the interactions between parents and teachers in the policy documents

Discussion and implications

Theoretical and practical implications

References

Bridging summative and formative assessment for children with special needs (Ragnar Thygesen & Astrid Birgitte Eggen, University of Agder, Kristiansand, Norway)

Abstract

Background information

A model of writing

The primary trait model for assessment

Domains of assessment

The assessment scale

Formulation of assignments

Assessment procedures

The transition process: Bridging the summative and formative assessment

Discussion

The bridge

References

Acknowledgements

Transitioning from school to work: opportunities and challenges for young adults with specials needs (Jorun Buli-Holmberg, University of Oslo, Norway)

Abstract

Characteristics of the process of transition from school to work

Transition – process, transfer, and change

Role shifts

User involvement

Why is user involvement important?

Barriers to user involvement

Interdisciplinary collaboration

Participators in interdisciplinary collaboration

Characteristics of interdisciplinary collaboration

Coordinating interdisciplinary collaboration

Barriers in interdisciplinary collaboration

Transition included in the individual educational plan

Personal Skills and Development in Transition Planning

Vocational Skills and Development Included in Transition Planning

Examples of Good Practice through Working Experience

Supported Employment

Challenges and opportunities in the transition from school to work

References

What’s next? Standards and guidelines for strengthening school-to-post-school transition programmes for students with disabilities (David Mitchell, University of Canterbury, Christchurch, New Zealand)

Abstract

The Standards

Working Definitions

Underlying Assumptions

Domain I: Raising awareness on the right to education and the right to employment

Domain II: Strengthening policies

Domain III: Strengthening personnel involved in transition

Domain IV: Strengthening school educational services for students with disabilities

Domain V: Strengthening cooperation

Domain VI: Strengthening monitoring, evaluation and accountability

Conclusion

References