Individual Educational Plans in Swedish Schools -- Forming Identity and Governing Functions in Pupils' Documentation

Autor/inn/en	Andreasson, Ingela; Carlsson, Maj Asplund
Titel	Individual Educational Plans in Swedish Schools -- Forming Identity and Governing Functions in Pupils' Documentation
Quelle	In: International Journal of Special Education, 28 (2013) 3, S.58-67 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Foreign Countries; Special Needs Students; Special Education; Individualized Education Programs; Documentation; Academic Achievement; Social Behavior; Student Evaluation; Behavior Problems; Teacher Role; Special Education Teachers; Human Body; Sweden + Suchen Sie Ihr Suchwort? Ausland; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Dokumentation; Schulleistung; Social behaviour; Soziales Verhalten; Schulnote; Studentische Bewertung; Lehrerrolle; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Menschlicher Körper; Schweden
Abstract	The documentation of pupils in Swedish schools is extensive and a documentation culture has come to characterize the schools in recent years. In the context of decentralization and changing governance, focus has increasingly been directed towards assessment, follow-up and evaluation of pupils' learning and social development. This article examines the Individual Educational Plans (hereafter IEP) used for pupils with special educational needs in Swedish compulsory schools from the perspective of text analyses based on discourse theory. The aim of this study is to shed light on how pupils are constructed in the school's documentation. The study examines how these IEPs are used as a pedagogical technique for new ways of governing in order to impose self-regulation, individual responsibility and social control. The documents, which comprise the empirical material in this article, are gathered from 14 different schools and consist of documents for a total of 136 pupils with special educational needs. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10