Spesialpedagogiske posisjoner og praksisregimer. Rune Sarromaa Hausstätter Høgskolen i Lillehammer Universitetet i Stockholm

Size: px

Start display at page:

Download "Spesialpedagogiske posisjoner og praksisregimer. Rune Sarromaa Hausstätter Høgskolen i Lillehammer Universitetet i Stockholm"

Irene Hart
7 years ago
Views:

1 Spesialpedagogiske posisjoner og praksisregimer Rune Sarromaa Hausstätter Høgskolen i Lillehammer Universitetet i Stockholm

3 Hva er problemet Omfanget av barn som mottar spesialundervisning og omfanget av barn som ikke mottar spesialundervisning Ideen om at man kan ha en utdanning som møter alle som skal lære Skolebasert kunnskap vs livskunnskap

spesialundervisning Ideen om at man kan ha en utdanning

4 Alternative spesialpedagogiske posisjoner - nye praksisregimer What is the role of special education in education and society in general? Can we talk about a special education knowledge base that can exist in its own right or is the existence of special education dependent on the need of a special in general education? Two established paradigmatic assumptions in special education: Special as bad Special as good Two paradigmatic frameworks of general education

Can we talk about a special education knowledge base that can exist in its own right or is the existence of special

5 Special as bad (Brantlinger, 1997) Disabilities are innate conditions of certain human beings; those "with disabilities" are essentially different. The practices and structures of the institution of school are neutral and therefore have little or no deleterious effect on pupils. Diversity is problematic in both school and society.

The practices and structures of the institution of school are neutral and

6 Special as good (Brantlinger, 1997) Individual and group diversity contributes positively to classroom climate, learning outcomes, and community quality. Classrooms should be places where challenging, practical, and relevant experiences take place and where authentic, important questions are asked. Human diversity is natural and expected. It is unnecessary and damaging to label people according to how they vary from a norm.

Classrooms should be places where challenging, practical, and relevant experiences take place and where

7 Pädagogik vs Education The field of educational study has developed in two different traditions distinguished as the Continental German Pädagogik tradition and the Anglo-American Education tradition (Biesta 2011). These two traditions operate on the basis of fundamentally different ideologies, assumptions and practices of education. These different traditions perspectives have a large impact on how education is defined and legitimized.

These two traditions operate on the basis of fundamentally different ideologies, assumptions and practices of

8 Continental Pädagogik tradition AngloAmerican Education tradition Autonomous academic discipline. Deriving theory from a normative valueladen conception of what is good education because the purpose of education is Menchwerdung Pädagogik is driven by a particular interest in the child s right to a certain degree of self-determination. Value-oriented Relationship between individuals. Theory derived from an interdisciplinary field of philosophy, sociology, psychology and history, where each discipline contributes with its own perspectives on solving the challenges of practical education. Improve educational strategies and methods which aims at effectuating the institution Effect-oriented Relationship between child and institution.

child s right to a certain degree of self-determination. Value-oriented Relationship between individuals.

9 Pädagogik Paradigmatic approaches to special Special ed. Should support and enforce positive attitudes space for human interaction Differences are a necessity for developing new ways of human interaction and a better world. The growth approach The limitation approach Human interaction and development are constrained by individual impairments, education Special as good The goal of special ed. is to reduce the consequences of these impairments through new strategies for human interaction. Special as bad Differences represents possibilities for learning and it is natural The possibility approach The deficit approach Special ed. Should support general education in developing inclusive strategies and inclusive schools. Education Special ed. Knowledge is based on individual deficits The goal of special education is to reduce the consequences of these deficits and by this support general education

The growth approach The limitation approach Human interaction and development are constrained by individual impairments, education Special as good The goal of special ed.

10 The Growth Approach: Example I The enlightenment (Richardson & Powell 2011) Education a political position Humans and knowledge development (senses) Brittish filopsphy vs french philosophy The blind and deaf (later abnormal) as a case for philosopical trails and political statements People with disabilities made it possible to change views on learning and the political oranisation of society.

blind and deaf (later abnormal) as a case for philosopical trails and political statements People

11 The Growth Approach: Example II

12 The college

13 Conclusion Focusing on the positive side of special and the framework of pädagogik, the field of special education might have the possibility to transform alternative knowledge and alternative ways of thinking learning and development in human learning as a strategy towards an inclusive society.

transform alternative knowledge and alternative ways of thinking learning

2004/2005 Avg salary - Department academic

2004/2005 Avg salary - Department academic 2004/2005 Centre for Applied Linguistics 38,339 French Studies 42,395 School of Theatre, Performance and Cultural Policy Studies 42,790 History of Art 43,276 Computer Science 43,281 English and Comparative