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Emotional and Behavioural Difficulties Volume 19, 2014 - Issue 3: The practices of dealing with children in need of special support: a Nordic perspective
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Articles

Doing being Boys with ADHD: category memberships and differences in SEN classroom practices

Ann-Carita EvaldssonDepartment of Education, Uppsala University, Uppsala, SwedenCorrespondence[email protected]
Pages 266-283 | Published online: 24 Feb 2014

Citations (11)

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Read on this site (4)

Åsa Olsson. (2023) Teachers’ gendered perceptions of attention deficit hyperactivity disorder – a literature review. European Journal of Special Needs Education 38:3, pages 303-316.
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Ann-Carita Evaldsson & Johanna Svahn. (2019) Tracing unique trajectories of participation for a ‘girl with ADHD’: from ‘unwilling student’ to ‘agentive learner’. Emotional and Behavioural Difficulties 24:3, pages 254-272.
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Yvonne Karlsson. (2019) Boys’ socialisation and agency in a Swedish special educational needs unit. Emotional and Behavioural Difficulties 24:1, pages 70-83.
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Mattias Nilsson Sjöberg. (2017) (Un)becoming dysfunctional: ADHD and how matter comes to matter. International Journal of Inclusive Education 21:6, pages 602-615.
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Articles from other publishers (7)

Douglas W. MaynardJohn Heritage. (2023) Ethnomethodology's Legacies and Prospects. Annual Review of Sociology 49:1, pages 59-80.
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Mattias Nilsson Sjöberg. (2018) Toward a Militant Pedagogy in the Name of Love: On Psychiatrization of Indifference, Neurobehaviorism and the Diagnosis of ADHD—A Philosophical Intervention. Studies in Philosophy and Education 37:4, pages 329-346.
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Thyge Tegtmejer. (2018) ADHD in the Interactional Context of Children's Cultures. A sociocultural critique of the individualizing gaze of the diagnosis. Learning, Culture and Social Interaction 17, pages 79-89.
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Ann-Carita Evaldsson & Helen Melander. (2017) Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences. Linguistics and Education 37, pages 73-86.
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Eva Hjörne & Roger Säljö. 2017. Discourse and Education. Discourse and Education 123 134 .
Juho Honkasilta, Tanja Vehkakoski & Simo Vehmas. (2016) ‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD. Teaching and Teacher Education 55, pages 100-109.
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Eva Hjörne & Roger Säljö. 2016. Discourse and Education. Discourse and Education 1 12 .

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