Citations (33)
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Read on this site (19)
Joanna Giota, Ilze Lace & Ingemar Emanuelsson. (2023) School achievement and changes in inclusive vs exclusive support over 50 years in Sweden regarding students with intellectual disabilities and special educational needs. Scandinavian Journal of Educational Research 67:6, pages 997-1011.
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Homoud Almoghyrah. (2023) The Challenges of Implementing Individualised Education Plans with Children with Down Syndrome at Mainstream Schools in Riyadh, Saudi Arabia: Teachers’ Perspectives. International Journal of Disability, Development and Education 70:3, pages 291-313.
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Raphael Koßmann. (2022) Individual educational plans: Just a tool to immunise teaching from parental criticism?. Cogent Education 9:1.
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Karianne Franck. (2022) The educational context in expert assessments. A study of special education documents of children in ECEC institutions. European Journal of Special Needs Education 37:5, pages 819-833.
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Noora Heiskanen, Maarit Alasuutari & Tanja Vehkakoski. (2021) Intertextual Voices of Children, Parents, and Specialists in Individual Education Plans. Scandinavian Journal of Educational Research 65:1, pages 36-53.
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Helena Korp, Lena Sjöberg & Cecilia Thorsen. (2019) Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?. Scandinavian Journal of Educational Research 63:2, pages 229-244.
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Lauri Räty, Tanja Vehkakoski & Raija Pirttimaa. (2019) Documenting pedagogical support measures in Finnish IEPs for students with intellectual disability. European Journal of Special Needs Education 34:1, pages 35-49.
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Noora Heiskanen, Maarit Alasuutari & Tanja Vehkakoski. (2018) Positioning children with special educational needs in early childhood education and care documents. British Journal of Sociology of Education 39:6, pages 827-843.
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Sven Nilsen. (2017) Special education and general education – coordinated or separated? A study of curriculum planning for pupils with special educational needs. International Journal of Inclusive Education 21:2, pages 205-217.
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Charity Rowland, Melanie Fried-Oken, Gayl Bowser, Mats Granlund, Donald Lollar, Randall Phelps, Rune J. Simeonsson & Sandra A.M. Steiner. (2016) The Communication Supports Inventory-Children & Youth (CSI-CY), a new instrument based on the ICF-CY. Disability and Rehabilitation 38:19, pages 1909-1917.
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Susanne Severinsson. (2016) Documentation for students in residential care: network of relations of human and non-human actants. International Journal of Inclusive Education 20:9, pages 921-933.
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Ann-Charlotte Linton, Per Germundsson, Mikael Heimann & Berth Danermark. (2015) The role of experience in teachers’ social representation of students with autism spectrum diagnosis (Asperger). Cogent Education 2:1.
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Stella L. Ng, Lorelei Lingard, Kathryn Hibbert, Sandra Regan, Shanon Phelan, Rosamund Stooke, Christine Meston, Catherine Schryer, Madhushani Manamperi & Farah Friesen. (2015) Supporting children with disabilities at school: implications for the advocate role in professional practice and education. Disability and Rehabilitation 37:24, pages 2282-2290.
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Claes Nilholm, Lena Almqvist, Kerstin Göransson & Gunilla Lindqvist. (2013) Is it possible to get away from disability-based classifications in education? An empirical investigation of the Swedish system. Scandinavian Journal of Disability Research 15:4, pages 379-391.
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Ingela Andreasson, Lisa Asp-Onsjö & Joakim Isaksson. (2013) Lessons learned from research on individual educational plans in Sweden: obstacles, opportunities and future challenges. European Journal of Special Needs Education 28:4, pages 413-426.
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Ann-Charlotte Linton, Per Germundsson, Mikael Heimann & Berth Danermark. (2013) Teachers’ social representation of students with Asperger diagnosis. European Journal of Special Needs Education 28:4, pages 392-412.
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G. Lindqvist, C. Nilholm, L. Almqvist & G.‐M. Wetso. (2011) Different agendas? The views of different occupational groups on special needs education. European Journal of Special Needs Education 26:2, pages 143-157.
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Joakim Isaksson, Rafael Lindqvist & Erik Bergström. (2010) ‘Pupils with special educational needs’: a study of the assessments and categorising processes regarding pupils’ school difficulties in Sweden. International Journal of Inclusive Education 14:2, pages 133-151.
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Joakim Isaksson, Rafael Lindqvist & Erik Bergström. (2010) Struggling for recognition and inclusion–parents’ and pupils’ experiences of special support measures in school. International Journal of Qualitative Studies on Health and Well-being 5:1.
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Articles from other publishers (14)
E. Randell, M. Olsson, D. von Ahlefeld Nisser & J. Ericson. (2023) A Qualitative Study of Professionals’ Experiences and Challenges in the Early Identification of Psychosocial Concerns in Children. Health & Social Care in the Community 2023, pages 1-8.
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Therese Friberg. (2021) The ‘weak pupil’ as a social representation: (re)production in dialogue between compulsory school teachers in Sweden. Social Psychology of Education 24:3, pages 895-917.
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Jonathan Rix. (2020) Our need for certainty in an uncertain world: the difference between special education and inclusion?. British Journal of Special Education 47:3, pages 283-307.
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Noora Heiskanen, Maarit Alasuutari & Tanja Vehkakoski. (2019) Recording Support Measures in the Sequential Pedagogical Documents of Children With Special Education Needs. Journal of Early Intervention 41:4, pages 321-339.
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Moa Yngve, Michaela Munkholm, Helene Lidström, Helena Hemmingsson & Elin Ekbladh. (2018) Validity of the school setting interview for students with special educational needs in regular high school – a Rasch analysis. Health and Quality of Life Outcomes 16:1.
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David Lansing Cameron, Anne Dorthe Tveit, Maryann Jortveit, Gunilla Lindqvist, Kerstin Göransson & Claes Nilholm. (2018) A comparative study of special educator preparation in Norway and Sweden. British Journal of Special Education 45:3, pages 256-276.
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Elena Oschepkova, Irina Vasinskaya & Irina Sockoluck. (2017) Individual Learning Route as a Way of Highly Qualified Specialists Training for Extraction of Solid Commercial Minerals Enterprises. E3S Web of Conferences 21, pages 04001.
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Sanne Peters, Liza Hopkins & Tony Barnett. (2016) Education for children with a chronic health condition: an evidence-informed approach to policy and practice decision making. British Journal of Special Education 43:2, pages 142-158.
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Åsa Hirsh. (2015) IUP i Praktiken: En skolreforms formande i skärningspunkten mellan yttre styrning och professionell autonomi. Educare:2, pages 234-259.
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Ingela Andreasson, Maj Asplund Carlsson & Marianne Dovemark. (2015) Bedömnings-, dokumentationspraktiker och pedagogiska identiteter. Educare:2, pages 206-233.
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Anna Rytivaara & Tanja Vehkakoski. (2015) What is individual in individualised instruction? Five storylines of meeting individual needs at school. International Journal of Educational Research 73, pages 12-22.
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Ingela Andreasson & Marianne Dovemark. (2013) Transforming Insecurity into a Commodity: Using the Digital Tools Unikum and InfoMentor as an Example in Swedish Education. European Educational Research Journal 12:4, pages 480-491.
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강민주 & CHOI, SUNG KYU. (2011) The Study on Correlation for Inclusive Teachers' Perception toward Inclusive Education and Satisfaction of Support. Korean Journal of Physical, Multiple, & Health Disabilities 54:4, pages 197-217.
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Joanna Giota & Ingemar Emanuelsson. (2011) Policies in special education support issues in Swedish compulsory school: a nationally representative study of head teachers' judgements. London Review of Education.
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