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Särskolebarn i integrerad skolbarnsomsorg

Karlsudd, Peter LU (1999) In Studia psychologica et paedagogica. Series altera 142.
Abstract (Swedish)
Popular Abstract in Swedish

Huvudtanken i svensk välfärdspolitik är att genom generella åtgärder skapa ett samhälle tillgängligt för alla medborgare. Det är därför viktigt att undvika segregering och särlösningar och i stället höja normalverksamhetens standard. Fritidshemmets mål och uppgifter är desamma för alla barn och kvaliteten i verksamheten ska vara så hög att alla barns behov tillgodoses. Syftet med föreliggande undersökning är att i den integrerade skolbarnsomsorgen med särskolebarnen i centrum undersöka om de mål, som gäller för verksamheten, nås samt att identifiera förhållanden och faktorer, som har samband därmed. I undersökningen prövas ett teorigenererande arbetssätt där enkätdata kompletteras och fördjupas i... (More)
Popular Abstract in Swedish

Huvudtanken i svensk välfärdspolitik är att genom generella åtgärder skapa ett samhälle tillgängligt för alla medborgare. Det är därför viktigt att undvika segregering och särlösningar och i stället höja normalverksamhetens standard. Fritidshemmets mål och uppgifter är desamma för alla barn och kvaliteten i verksamheten ska vara så hög att alla barns behov tillgodoses. Syftet med föreliggande undersökning är att i den integrerade skolbarnsomsorgen med särskolebarnen i centrum undersöka om de mål, som gäller för verksamheten, nås samt att identifiera förhållanden och faktorer, som har samband därmed. I undersökningen prövas ett teorigenererande arbetssätt där enkätdata kompletteras och fördjupas i intervjuer. Undersökningen genomfördes vid 73 institutioner i 19 kommuner och kom att omfatta 81 särskolebarn i åldern 7-12 år. Utifrån de variabler som har signifikanta samband med måluppfyllelsen fokuseras integreringsprocessens förutsättningar och villkor. Med stöd av teorier om stämpling, helhetssyn och utbyte genereras några områdesrelaterade modeller. Undersökningens samlade resultat visar att måluppfyllelsen är relativt god. Integreringen som princip är väl förankrad. Många av särskolebarnen ingår i ett positivt socialt samspel, negativa kontakter är mycket ovanliga. Att tillföra personalresurser, t.ex. genom en särskilt anställd för särskolebarnet, har visat sig vara viktigt för måluppfyllelsen. Andra åtgärder som sannolikt förstärker kvaliteten i verksamheten är att personalen erbjuds handledning, fortbildning och att tid till observation och dokumentation tillskapas. Behovet av handledning från barn- och ungdomshabiliteringen har i undersökningen visat sig vara stort. Skolbarnsomsorgen förvaltar en integreringstradition som måste utvecklas och förmedlas. Det är därför nödvändigt att erfarenheter från den integrerade skolbarnsomsorgen får ett påtagligt inflytande i samverkan med skolan. (Less)
Abstract
The main idea behind the Swedish welfare state is to create a society accessible to all citizens by using to general measures. It is, therefore, important to avoid segregation and special solutions, and instead increase the standard of normal activities. The objectives and tasks of day centres for school-age children are the same for all children and the quality of the operations should be of a standard that satisfies the needs of all children. The aim of this study is to, find out whether the objectives of the activities are fulfilled, and to identify the conditions and factors connected with this, in the integrated school-age care system with the handicapped child in focus. In this study, a theory-generating method has been applied, in... (More)
The main idea behind the Swedish welfare state is to create a society accessible to all citizens by using to general measures. It is, therefore, important to avoid segregation and special solutions, and instead increase the standard of normal activities. The objectives and tasks of day centres for school-age children are the same for all children and the quality of the operations should be of a standard that satisfies the needs of all children. The aim of this study is to, find out whether the objectives of the activities are fulfilled, and to identify the conditions and factors connected with this, in the integrated school-age care system with the handicapped child in focus. In this study, a theory-generating method has been applied, in which questionnaire data were supplemented and extended by interviews. The study was carried out at 73 institutions in 19 municipalities and comprised 81 handicapped children between the ages of seven and twelve years. Based on the variables which have significant links with fulfilling the objectives, it is the integration process1s prerequisites and conditions which are highlighted. With the support of theories on branding, overall view and exchange, some models related to the field were generated. The results of the study show that the fulfilment of objectives is relatively good. Integration as a principle is well-established. Many children attending special schools are included in positive social relations and negative contacts are highly unusual. Increasing personnel resources - by employing a special employee to help the handicapped child - has proved important for the fulfilment of goals. Other measures that appear to reinforce the quality of operations are that personnel are offered guidance and further training, and that time is made available for observations and documentation. The need for guidance from specialists has proved considerable, according to this study. The care system for children of school age is preserving a tradition of integration, which must be developed and passed on. It is therefore necessary that these experiences come to the fore in the cooperation now taking place with schools and that the carriers of tradition are accorded real influence in future work. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Professor Johansson, Inge, Linköpings universitet
organization
publishing date
type
Thesis
publication status
published
subject
keywords
special school., school-age care system, mental handicap, leisure time teacher, Day-centre for school-age children, integration, Pedagogy and didactics, Pedagogik, didaktik
in
Studia psychologica et paedagogica. Series altera
volume
142
pages
257 pages
publisher
Department of Educational Research, Box 23 501, S-20045 Malmö, Sweden
defense location
E 122 Lärarhögskolan i Malmö
defense date
1999-02-12 10:15
external identifiers
  • other:ISRN: LUSADG/(SAPP-1067) 1-257
ISSN
0346-5926
ISBN
91-88810-04-6
language
Swedish
LU publication?
yes
id
5725914a-92d1-4985-a1ea-1b6d556fdc59 (old id 19034)
date added to LUP
2007-05-25 07:39:50
date last changed
2016-09-19 08:44:53
@phdthesis{5725914a-92d1-4985-a1ea-1b6d556fdc59,
  abstract     = {The main idea behind the Swedish welfare state is to create a society accessible to all citizens by using to general measures. It is, therefore, important to avoid segregation and special solutions, and instead increase the standard of normal activities. The objectives and tasks of day centres for school-age children are the same for all children and the quality of the operations should be of a standard that satisfies the needs of all children. The aim of this study is to, find out whether the objectives of the activities are fulfilled, and to identify the conditions and factors connected with this, in the integrated school-age care system with the handicapped child in focus. In this study, a theory-generating method has been applied, in which questionnaire data were supplemented and extended by interviews. The study was carried out at 73 institutions in 19 municipalities and comprised 81 handicapped children between the ages of seven and twelve years. Based on the variables which have significant links with fulfilling the objectives, it is the integration process1s prerequisites and conditions which are highlighted. With the support of theories on branding, overall view and exchange, some models related to the field were generated. The results of the study show that the fulfilment of objectives is relatively good. Integration as a principle is well-established. Many children attending special schools are included in positive social relations and negative contacts are highly unusual. Increasing personnel resources - by employing a special employee to help the handicapped child - has proved important for the fulfilment of goals. Other measures that appear to reinforce the quality of operations are that personnel are offered guidance and further training, and that time is made available for observations and documentation. The need for guidance from specialists has proved considerable, according to this study. The care system for children of school age is preserving a tradition of integration, which must be developed and passed on. It is therefore necessary that these experiences come to the fore in the cooperation now taking place with schools and that the carriers of tradition are accorded real influence in future work.},
  author       = {Karlsudd, Peter},
  isbn         = {91-88810-04-6},
  issn         = {0346-5926},
  keyword      = {special school.,school-age care system,mental handicap,leisure time teacher,Day-centre for school-age children,integration,Pedagogy and didactics,Pedagogik,didaktik},
  language     = {swe},
  pages        = {257},
  publisher    = {Department of Educational Research, Box 23 501, S-20045 Malmö, Sweden},
  school       = {Lund University},
  series       = {Studia psychologica et paedagogica. Series altera},
  title        = {Särskolebarn i integrerad skolbarnsomsorg},
  volume       = {142},
  year         = {1999},
}