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Dialectical Dimensions on Inclusive Education: Involving Students with Autism Spectrum Conditions
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). (Special Education for Teacher educators (SET))
2022 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

Purpose: The aim of this essay and its contribution to research is to identify the opportunities, pitfalls, and dilemmas that can arise when inclusive education is organized with regard to students with ASC. In order to create more understanding of the situation for students with ASC in schools, the study focus on school leadership.

Sub-studies: The essay consists of two studies. In the first study (1) the aim was to identify, describe, and analyze different research approaches to inclusive education and social participation for students with ASC, by performing a systematic research review. In the second study (2) principals of Swedish schools were interviewed, data collection was divided into three sets of interviews based on and using two models as tools in the analysis process. The models are the Index of Inclusion (Ainscow & Booth 2002) and three key concepts for inclusive school leadership (European Agency of Special Needs and Inclusive Education 2018; Óskarsdottir et al. 2020).

Theory: A dialectical approach (Clark, Dyson & Millward 1995; 1998) or the dilemma perspective (Nilholm 2003) have been used as a theoretical lens. This approach aims to provide a dynamic and abductive reasoning for the overall analysis in the essay, since inclusive education appears to create dilemmas when societal cultures and norms, bureaucracy, and structures meet. The analysis demonstrates that inclusive processes appear as dilemma-creating at different levels in the system and addresses democracy in terms of social justice.

Method: Crystallization is a term that relates to the practice of using multiple data sources and results, research approaches and lenses (Ellingson 2008; Tracy 2010), which leads to a more complex understanding being opened up in the overall analysis.

Knowledge contribution: Inclusion is mainly interpreted as the students’ experience of being socially accepted and having access to academic education and the curriculum. Principals’ feeling of loneliness in relation to their superiors—they need to fight for their students and their staff against decisionmakers higher up in the education system hierarchy. At the same time, it is noted that principals have agreat deal of freedom in their practice, but the issue of communication needs to be raised and support for principals is important. A discussion is needed about whose perspective is the prevailing one in decisionmaking processes in schools and in the school system.

Limitations: The data collection of the second study (2) took place via virtual meetings due to the pandemic. Virtual meetings are limited by the lack of being able to observe the interviewee's body language and nonverbal communication, as well as a small sample of respondents. These limitations affect the essay in general and thus to some extent reduce the possibility of generalizing the results.

Practical implications: This essay can contribute to a more comprehensive understanding of the inclusion concept in relation to students with ASC. It can potentially initiate forums for further discussions on the working conditions of principals in relation to their responsibilities and the expectations placed upon them. In addition, to conduct a continuous discussion about the importance of authenticity and accountability for all professionals in the school and its stakeholders. Development and improvement of structures that facilitate the inclusion of the student voice in decision-making processes are also seen as important.

Place, publisher, year, edition, pages
Malmö University Press, 2022. , p. 142
Series
Malmö Studies in Educational Sciences: Licentiate Dissertation Series, ISSN 1653-6037 ; 46
Keywords [en]
inclusive education, autism spectrum conditions, inclusive school leadership, principals, dialectical approach, dilemma perspective, school organization.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-54914DOI: 10.24834/isbn.9789178773206ISBN: 978-91-7877-319-0 (print)ISBN: 978-91-7877-320-6 (electronic)OAI: oai:DiVA.org:mau-54914DiVA, id: diva2:1695508
Presentation
2022-09-02, Orkanen, C 231, Nordenskiöldsgatan 10, Malmö, 13:15 (English)
Opponent
Supervisors
Note

Incorrect ISBN in publication: 987-91-7877-319-0 (print), 987-91-7877-320-6 (pdf)  

Available from: 2022-09-14 Created: 2022-09-14 Last updated: 2022-09-15Bibliographically approved
List of papers
1. Approaches to Inclusion and Social Participation in School for Adolescents with Autism Spectrum Conditions (ASC): a Systematic Research Review
Open this publication in new window or tab >>Approaches to Inclusion and Social Participation in School for Adolescents with Autism Spectrum Conditions (ASC): a Systematic Research Review
2021 (English)In: Review Journal of Autism and Developmental Disorders, ISSN 2195-7177, Vol. 8, p. 37-50Article in journal (Refereed) Published
Abstract [en]

This systematic research review identifies approaches of inclusive education concerning adolescents with autism spectrum (ASC) without intellectual disability (ID). The definitions of inclusion, whose perspectives are taken into account, approaches, and the implications suggested for best practices are reviewed in the articles included in this study. The results show how inclusion is defined as a sense of social acceptance and an approach that physical placement in a regular class can lead to social participation. Taking into account students' perspectives is seen as important. Implications for best practice include information on how to improve school personnel's reflections on their responsibilities and expectations of students with disabilities and points to difficulties for teachers in meeting the diversity of students in the classroom.

Place, publisher, year, edition, pages
Springer, 2021
Keywords
Autism spectrum conditions, Inclusive education, Social participation, Perspectives, Approach
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:mau:diva-17498 (URN)10.1007/s40489-020-00209-8 (DOI)000530259300001 ()2-s2.0-85085076194 (Scopus ID)
Available from: 2020-06-16 Created: 2020-06-16 Last updated: 2024-02-05Bibliographically approved
2. Principals' perspectives of inclusive education involving students with autism spectrum conditions: a Swedish case study
Open this publication in new window or tab >>Principals' perspectives of inclusive education involving students with autism spectrum conditions: a Swedish case study
2022 (English)In: Journal of Educational Administration, ISSN 0957-8234, E-ISSN 1758-7395, Vol. 60, no 2, p. 207-221Article in journal (Refereed) Published
Abstract [en]

Purpose: The aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice? Design/methodology/approach: As part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis. Findings: (1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed. Practical implications: It was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed. Originality/value: Index for inclusion and elements from the inclusive leadership model were used in the data collection and analysis. 

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2022
Keywords
Autism spectrum, Case studies, Inclusive education, Inclusive school leadership, Index for inclusion, Principals
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-48582 (URN)10.1108/JEA-02-2021-0022 (DOI)000730404200001 ()2-s2.0-85121099434 (Scopus ID)
Available from: 2021-12-29 Created: 2021-12-29 Last updated: 2022-09-14Bibliographically approved

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