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 (se också enskilda forskare)
Inkludering genom lärande i grupp - en studie med mixed metod design. Finansierat av Vetenskapsrådet. Ansvarig forskare: Nina Klang. Till projektsidan
Forskningen om undervisning – systematisk kartläggning och analys av forskningslandskap. Finansierat av Vetenskapsrådet. Ansvarig forskare: Claes Nilholm
Forskare i gruppen ingår i olika nätverk, bland annat sker samarbete med Högskolan i Agder i Norge och med universitet i Groningen. Nyligen fick Niklas Norén finansiering för ett forskningsnätverk kring elever med kommunikativa funktionsnedsättningar tillsammans med andra svenska forskare och forskare från Finland och England.
Flera forskare i PS-gruppen är engagerade i samverkan i olika former med det omgivande samhället. Till exempel har Gunilla Lindqvist genomfört en forskningscirkel med fokus på inkludering.
Läs mer om forskningscirkeln
Claes Nilholms blogg där centrala pedagogiska och specialpedagogiska frågor analyseras och diskuteras utgör också en del av samverkansuppdraget.
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.
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.
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.
David är doktorand i pedagogik med inriktning mot specialpedagogik. Han är intresserad av frågor som rör utbildningspolicy och skolans professioner.
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.
SENCOs and preschool teachers – their work with children in need of special support
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, p. 559-574, 2019.
Contextualizing inclusive education in educational policy: the case of Sweden
Part of Nordic Journal of Studies in Educational Policy, p. 559-574, 2019.
Höll ja på å säga
Part of Sånt vi bara gör, p. 246-247, 2019.
Pedagogical and Social School Climate: Psychometric Evaluation and Validation of the Student Edition of PESOC
Part of Scandinavian Journal of Educational Research, p. 534-550, 2019.
God inkluderande lärmiljö: Rapport från en forskningscirkel
Studier i en främmande skolkultur
Part of Didaktisk utvecklingsdialog, p. 49-65, 2019.
The world moves in to the Everyday school.
Putting scaffolding into actions: Preschool teachers’ scaffolding actions using Interactive Whiteboard
Part of Early Childhood Education Journal, 2019.
Tracing unique trajectores of participation for a 'girl with ADHD': From 'unwilling student' to 'agentive learning'
Part of Emotional and Behavioural Difficulties, p. 254-272, 2019.
Barn med flerfunktionsnedsättning - samspel och social inkludering: Rapport från ett samverkansprojekt
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