Inclusive education in Sweden? A critical analysis
2011 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 15, no 5, 541-555 p.Article in journal (Refereed) Published
When it comes to pupils in need of special support and pupils with disabilities, Sweden’s compulsory school system is sometimes considered a one‐track system. This article analyses and critically discusses current policy and practices at various levels of Sweden’s compulsory school system for these pupils. The analysis traces three themes at the national and municipal levels: (1) values and goals; (2) organisation and placement of pupils; and (3) importance of categories in obtaining support. A rather complex picture emerges from this analysis. Several conclusions are made: (1) state policies leave a lot of room for interpretation at the municipal and school levels, and this results in an extensive variation; (2) Swedish state policy is not as inclusive as is often stated; (3) celebration of difference seems to be hard to achieve; (4) learning goals can be a double‐edged sword with regard to inclusion; and (5) most pupils appear to enjoy participation in school, and in an international perspective, Swedish classrooms seem to be largely democratic.
Place, publisher, year, edition, pages
2011. Vol. 15, no 5, 541-555 p.
inclusive practices, inclusive policy, special needs education, education system, inclusion, educational goals
IdentifiersURN: urn:nbn:se:liu:diva-71932DOI: 10.1080/13603110903165141ISI: 000299935500005OAI: oai:DiVA.org:liu-71932DiVA: diva2:455439
ProjectsI demokratins marginaler - ett projekt om barn i problematiska skolsituationer