Pedagogics and Special Needs (the PS-group)
The PS-group is a newly established research group at the Department of Education at Uppsala University and also involves members from other universities. The group frequently publish in international journal and can be counted as one of the leading research environments in Europe in research about inclusive educating and the work of special educational staff. In addition, research is carried out in several other research areas (see below for each members personal presentation).
The research area Pedagogics and Special Needs focusses difficulties that emerge in education in different historical, social and cultural settings where teaching, learning and socialisation takes place. Contexts for empirical studies are the whole educational system from preschool to higher education but also work life and informal settings.
Members in the PS-group are involved in different research networks such as REDDI (Research in Educational Dilemmas Inclusion and Democracy) and CHILD (Child Health Intervention Learning Disability). The PS group also cooperate with the CLIP and Step-groups at the department.
Relation to basic education
Within the PS-group an important focus is the relation to basic education. We are active as course coordinators and teachers and work to assure that course plans, working methods, literature and forms of accounting are built upon a research foundation.
The PS-group runs a seminar. At the seminar research about inclusive and special education is presented, discussed and analysed. The relations between special education and areas such as pedagogics, didactics and educational sociology are also focused. Special attention is given to the implications of research with regard to the work of teachers and special needs educators. PS is used in letters in order to make an addition, Post Scriptum, which is made after the letter is written and signed. Often such PS contains important information that can change the interpretation of the whole letter. We regard it as a demanding yet suitable metaphor for our work at the seminar.
For information about seminars please contact Claes Nilholm.
Inom gruppen pågår ett antal olika forskningsprojekt. Högaktuellt just nu är Inkludering genom lärande i grupp - en studie med mixed metod design.
Medlemmar i PS-gruppen ingår i olika forskningsnätverk såsom REDDI (Research in Educational Dilemmas Inclusion and Democracy) och CHILD (Child Health Intervention Learning Disability). PS-gruppen samarbetar också med CLIP och STEP-grupperna vid institutionen.
Relation till grundutbildningen
Inom PS-gruppen läggs stor vikt vid relationen till utbildning på grundläggande nivå. Vi är aktiva som kursansvariga och lärare och verkar också för att kursplaner, arbetssätt, litteratur och redovisningsformer bygger på vetenskaplig grund.
PS-gruppen driver en seminarie-serie. I seminariet presenteras, diskuteras och analyseras forskning om inkluderande utbildning och specialpedagogik. Specialpedagogikens relationer till områden såsom pedagogik, didaktik, ämnesdidaktik och utbildningssociologi behandlas också inom ramen för seminariet. Speciell tonvikt läggs vid forskningens implikationer för undervisningsväsendet, inte minst för lärares, specialpedagogers och speciallärares arbete. PS användas i brev för ett tillägg, Post Scriptum, som görs efter att själva brevet är skrivet och undertecknat. Oftast innehåller ett sådant PS betydelsefull information som kan förändra innebörden i hela brevet. Vi tycker det är en passande, om än uppfordrande, metafor för vår seminarieverksamhet.
Lizbeth is a lecturer in pedagogy with interest in social practices, health care, medical and educational practices. She is currently working in projects together with SVA of new communication models on hygiene and infection control practices in activities where children and teenagers who hang out in close interaction with animals, mainly in 4H-farms. Participates since 2014 in a comprehensive inclusion project in a municipality.
Petra is licentiate in Education with a specialization in special Education. Her interests focus on issues related to preschool.
Anna has a master in special needs education and is now licentiand in pedagogy, with focus on in special needs education. Annas recent research is about newly arrived pupils and special needs education. She also has other research interests, for example, education of pupils with neuropsychiatric disabilities and inclusion and participation for all children in the school environment.
Martin is a Senior Lecturer in Curriculum Studies.
Nina is a senior lecturer in Special Needs Education. Her research centers on instruction for students with disabilities and support for students’ learning and communication. For instance, she has studied IEP goals for students with complex communication needs and teacher strategies in classroom talk in special schools for students with an intellectual disability.
Gunilla is associate Professor in Education and Senior Lecturer in education, specialising in special education. She conducts research in preschool, primary school and special needs school. Gunilla´s research focus is especially directed towards occupational groups’ views on special needs, mostly related to the concept of inclusion.
Gunnlaugur is a Senior Lecturer in Curriculum Studies. He has a specifik interest in education reforms, special education and inclusive education as expressions of discourses emanating from educational politics and philosophies. His prior research regards the Swedish independent compulsory schools' organisation of special support.
Claes is a Professor of education with a focus on special needs education. He has a broad interest in issues relating to inclusive and special education. He has been especially interested in theoretical issues and empirical mappings of views on special needs education.
Åsa is a master degree student in special needs education, working as a school developer in a municipality with education/special needs education. Her special interest is pedagogical methods for cooperative and collaborative learning.
Niklas is a Senior Lecturer in Curriculum Studies with a specialisation in Swedish. His research orients towards the social inclusion of children in everyday and educational activities. He is especially interested in the development of language, communication and learning of children with severe motor and/or intellectual disabilities. Another area of interest is Interactional linguistics.
Ingrid is a senior lecturer in education. Her research is about issues such as pre-school and school education, children with neuropsychiatric disabilities, implementation, interaction between educators and other groups, children’s participation, social support, and educational leadership.
Sara is a PhD student in Education with focus on Special Education. Her research is about problematic school absenteeism, truancy and school refusal.
Caroline Snäckerström Sims
Caroline är doktorand vid institutionen för pedagogik under Claes Nilholms handledarskap. Hennes forskningsfokus är inriktat på undervisning för särskilt begåvade elever. En del av grundfrågorna i hennes forskning handlar om vilka typer av undervisning som fångar upp och utmanar även dessa elever och hur olika internationella undervisningslösningar kan anpassas till det svenska undervisningssystemet och svensk utbildningstradition. Hennes syfte är även att kartlägga delar av den undervisning som redan pågår i Sverige inriktad mot den aktuella elevgruppen.
Johanna is a Postdoctoral Fellow in education with a specialized focus on inclusion. Her research interests cover children’s identity –and socialization processes, and addresses issues of bullying, conflict and school-based intervention work.
Bureaucracies in Schools—Approaches to Support Measures in Swedish Schools Seen in the Light of Skrtic’s Theories
Part of Scandinavian Journal of Educational Research, p. 89-104, 2019.
Professionalism, governance and inclusive education –: A total population study of Swedish special needs educators
Part of International Journal of Inclusive Education, 2018.
Challenges faced by national educational authorities when implementing school development: A qualitative case study about an attempt to create accessible teaching environments in a Swedish municipality’s pre-schools and schools
Psychometric Properties of an Instrument to Measure Social and Pedagogical School Climate Among Teachers (PESOC)
Part of Scandinavian Journal of Educational Research, p. 287-306, 2018.
A different school?Teaching and learning in school for pupils with intellectual disability
Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing
Part of Scandinavian Journal of Educational Research, p. 754-768, 2018.
Värderingsverktyg för ökad tillgänglighet i förskola och skola – möjligheter och fallgropar i praktiken.
Varying access to professional, special educational support: a total population comparison of special educators in Swedish independent and municipal schools
Part of Journal of Research in Special Educational Needs, p. 225-238, 2018.
Reporting of Cultural Factors in Autism Research Publications in Sweden: Application of the GAP-REACH Checklist
Part of REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, p. 390 390-407 407, 2018.
Pedagogical and Social School Climate: Psychometric Evaluation and Validation of the Student Edition of PESOC
Part of Scandinavian Journal of Educational Research, p. 1-17, 2018.
A Comparative Study of Special Educator Preparation in Norway and Sweden
Part of British Journal of Special Education, p. 256-276, 2018.
Comparative Study of Special Educator Preparation in Norway and Sweden.
Part of British Journal of Special Education, 2018.
A Comparative Investigation of Special Educator Preparation in Norway and Sweden.
What is meant by inclusion?: An analysis of European and North American journal articles with high impact
Part of European Journal of Special Needs Education, p. 437-451, 2017.
Staging social aggression: Affective stances and moral character work in girls' gossip telling
Part of Research on children and social interaction, p. 77-104, 2017.