PUPILS WITH SPECIAL NEEDS – COLLABORATION BETWEEN SCHOOL AND SCHOOL-AGE EDUCARE

Linda Fälth, Birgitta Lundbäck and Adisa MEKIC Lindberg
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Linda Fälth: Linnaeus University, Department of Pedagogy and Learning, Växjö, Sweden
Birgitta Lundbäck: Linnaeus University, Department of Pedagogy and Learning, Växjö, Sweden
Adisa MEKIC Lindberg: Linnaeus University, Department of Pedagogy and Learning, Växjö, Sweden

Social Sciences and Education Research Review, 2020, vol. 7, issue 2, 7-26

Abstract: As the Swedish governing documents state that the School-age educare should supplement the education in the compulsory school, the support for pupils with special needs could be expected to continue after school at the School-age educare. The purpose of this study is to elucidate how special education teachers in school and teachers at the School-age educare collaborate in the work with pupils in need of special support. A total of 30 teachers participated. The results were analyzed using Bronfenbrenner's ecological model and show that collaboration exists to a limited extent when teaching children with special needs. It is evident in the results that a clearer focus on inclusion is desirable and that a collaboration between professions will enable the school-age educare to be a complement to school.

Keywords: special needs; school-age educare; collaboration; complement to school (search for similar items in EconPapers)
JEL-codes: Z0 (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:7:y:2020:i:2:p:7-26

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