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Individual Educational Plans in Swedish schools: Forming identity and governing functions in pupils’ documentation
Göteborgs universitet.
Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.ORCID-id: 0000-0001-9820-0729
2013 (engelsk)Inngår i: International Journal of Special Education, ISSN 0827-3383, E-ISSN 1917-7844, Vol. 28, nr 3, s. 55-67Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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

sted, utgiver, år, opplag, sider
2013. Vol. 28, nr 3, s. 55-67
Emneord [en]
Individual Education Plans, discourse analysis
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Pedagogik
Identifikatorer
URN: urn:nbn:se:hv:diva-5706OAI: oai:DiVA.org:hv-5706DiVA, id: diva2:663191
Tilgjengelig fra: 2013-11-10 Laget: 2013-11-10 Sist oppdatert: 2017-12-06bibliografisk kontrollert

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