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Jerlinder, Kajsa
Publications (10 of 15) Show all publications
Jerlinder, K. (2012). Rättvis idrottsundervisning för elever med rörelsehinder?: En empirisk illustration.
Open this publication in new window or tab >>Rättvis idrottsundervisning för elever med rörelsehinder?: En empirisk illustration
2012 (Swedish)Article in journal (Refereed) Submitted
Keyword
specialpedagogik, idrottsundervisning, fallstudie, omfördelning, erkännande, funktionsnedsättning, social rättvisa
National Category
Educational Sciences
Identifiers
urn:nbn:se:gih:diva-2127 (URN)
Note

Vid Kajsa Jerlinders disputation var denna artikel inskickad till tidskrift för granskning.

Available from: 2010-05-18 Created: 2012-01-12 Last updated: 2014-11-24Bibliographically approved
Jerlinder, K. & Gill, P. (2012). Systematic Review and Analysis of General Physical Education Teachers' attitudes to inclusion..
Open this publication in new window or tab >>Systematic Review and Analysis of General Physical Education Teachers' attitudes to inclusion.
2012 (English)Manuscript (preprint) (Other academic)
Keyword
review, physical education, teachers, attitudes, inclusion, disability, social justice, social recognition, redistribution
National Category
Pedagogy Sport and Fitness Sciences Social Work Social Work
Identifiers
urn:nbn:se:gih:diva-2131 (URN)
Note

At the time of Kajsa Jerlinder's dissertation the article was accepted for publishing.

Available from: 2010-05-18 Created: 2012-01-12 Last updated: 2017-01-13Bibliographically approved
Klavina, A., Kristén, L., Hammar, L. & Jerlinder, K. (2011). Cooperation-Oriented Learning Using Peer Tutors for Increased Involvement in Physical Education. Paper presented at International Symposium of Adapted Physical Activity (ISAPA), Paris, france, 4-8 July 2011.
Open this publication in new window or tab >>Cooperation-Oriented Learning Using Peer Tutors for Increased Involvement in Physical Education
2011 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogy Sport and Fitness Sciences
Identifiers
urn:nbn:se:gih:diva-2122 (URN)
Conference
International Symposium of Adapted Physical Activity (ISAPA), Paris, france, 4-8 July 2011
Available from: 2011-09-26 Created: 2012-01-12 Last updated: 2012-01-12Bibliographically approved
Jerlinder, K. & Danermark, B. (2010). ANED country report on equality of educational and training opportunities for young disabled people: Country: Sweden.
Open this publication in new window or tab >>ANED country report on equality of educational and training opportunities for young disabled people: Country: Sweden
2010 (English)Report (Other academic)
Abstract [en]

 

The purpose of the report (Terms of Reference) is to review national implementation on equality of educational and training opportunities for young people, and in particular the National Strategic Reports of member states from a disability equality perspective in education and training, and provide the Commission with useful evidence in supporting disability policy mainstreaming. Country: Sweden.

 

Publisher
p. 16
Series
Academic network of European disability experts (ANED)
National Category
Pedagogy Social Work
Identifiers
urn:nbn:se:gih:diva-2125 (URN)
Projects
Academic network of European disability experts (ANED)
Note
The Academic Network of European Disability experts (ANED) was established by the European Commission in 2008 to provide scientific support and advice for its disability policy Unit. In particular, the activities of the Network will support the future development of the EU Disability Action Plan and practical implementation of the United Nations Convention on the Rights of Disabled People.Available from: 2011-02-21 Created: 2012-01-12 Last updated: 2012-01-12Bibliographically approved
Jerlinder, K. (2010). Idrottslärares attityder till inkluderande idrottsundervisning för elever med rörelsehinder.. Specialpedagogisk tidskrift: att undervisa (2), 4-5
Open this publication in new window or tab >>Idrottslärares attityder till inkluderande idrottsundervisning för elever med rörelsehinder.
2010 (Swedish)In: Specialpedagogisk tidskrift: att undervisa, ISSN 2000-429X, no 2, p. 4-5Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:gih:diva-2123 (URN)
Available from: 2011-02-21 Created: 2012-01-12 Last updated: 2012-01-12Bibliographically approved
Jerlinder, K. (2010). Social rättvisa i inkluderande idrottsundervisning för elever med rörelsehinder: en utopi?. (Doctoral dissertation). Örebro Universitet
Open this publication in new window or tab >>Social rättvisa i inkluderande idrottsundervisning för elever med rörelsehinder: en utopi?
2010 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

 

The aim of this thesis is to contribute to the knowledgebase of inclusion and inclusive education and to outline possible consequences that may arise from an educational ideology of inclusion. The thesis describes a potential dilemma that is both theoretical and practical. The dilemma consists of, on the one hand, a need of identification and categorisation of specific groups in society in order to allocate and redistribute available resources, while, on the other hand, there is a need of social recognition of diversity in educational settings in order to achieve social justice and parity of participation. The inclusion of pupils with physical disabilities in the school subject of physical education (PE) is used as a particular example to illustrate a general dilemma. The specific aims were: i) to describe and apply a theoretical framework of ‘social status’ as a possible means of resolving the dilemma (study I); ii) to study PE teachers’ attitudes toward inclusive physical education (studies II and III); and iii) using a case study, to explore the experience of physical education through the eyes of a pupil with a physical impairment and his parents, classmates, PE teachers and personal assistant (study IV). Results show that Swedish PE teachers at primary school level are positive to inclusive PE for pupils with physical disabilities. Factors found to contribute to these positive attitudes were adequate training in inclusive education strategies, supportive school environments and personal resources. In a systematic review of international research PE teachers, in general, were found to have ambivalent attitudes to inclusive PE. This ambivalence was found over cultural borders among the 1200 respondents covered in the 15 articles reviewed and may indicate a latent awareness of the dilemma. Previous experience of having taught PE to pupils with physical disabilities, together with proper education in inclusion, mediated a more positive attitude. The case study of a 10-year-old boy with physical disabilities and significant others in his educational life proved to be a signal example of successful inclusion. Honneth’s three levels of social recognition were used in the analysis. Social recognition at individual, legal and value dimensions is a prerequisite for achieving social justice in inclusive PE settings. Finally, these findings, taken together, indicate a need to address social recognition and redistribution demands simultaneously in order to meet goals of equitable education for pupils with physical disabilities in inclusive PE teaching. Societal (external) and individual factors need to be combined when addressing the issue of social justice in inclusive education. A model of social status, developed by Fraser (2001; 2003), used in conjunction with the notion of plural identities is suggested as a possible resolution to the dilemma described in the thesis.

 

 

Place, publisher, year, edition, pages
Örebro Universitet: , 2010. p. 82
Series
Studies from The Swedish Institute for Disability Research, ISSN 1650-1128 ; 33
Keyword
social justice, recognition, redistribution, dilemma, physical education, inclusion, physical disabilities, teachers, social status, identity, attitudes
National Category
Pedagogy Social Work Sport and Fitness Sciences
Identifiers
urn:nbn:se:gih:diva-2126 (URN)978-91-7668-726-0 (ISBN)
Public defence
2010-05-24, 15:14 (Swedish)
Opponent
Supervisors
Available from: 2010-05-27 Created: 2012-01-12 Last updated: 2014-11-24
Jerlinder, K., Danermark, B. & Gill, P. (2010). Swedish Primary School Teachers' attitudes to inclusion: The case of PE and pupils with physical disabilities. European Journal of Special Needs Education, 25(1), 45-57
Open this publication in new window or tab >>Swedish Primary School Teachers' attitudes to inclusion: The case of PE and pupils with physical disabilities
2010 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 1, p. 45-57Article in journal (Refereed) Published
Keyword
attitudes, physical education, inclusion, primary teacher
National Category
Pedagogical Work Social Work
Identifiers
urn:nbn:se:gih:diva-2130 (URN)10.1080/08856250903450830 (DOI)
Available from: 2009-09-09 Created: 2012-01-12 Last updated: 2017-12-08Bibliographically approved
Jerlinder, K. (2010). Vad behövs för att en inkluderande idrottsundervisning för elever med rörelsehinder ska fungera?. Paper presented at HAB 2010 Aktivitet, delaktighet och helhetssyn, Örebro, 13-15 april 2010.
Open this publication in new window or tab >>Vad behövs för att en inkluderande idrottsundervisning för elever med rörelsehinder ska fungera?
2010 (Swedish)Conference paper, Published paper (Refereed)
National Category
Pedagogy Social Work Sport and Fitness Sciences
Identifiers
urn:nbn:se:gih:diva-2124 (URN)
Conference
HAB 2010 Aktivitet, delaktighet och helhetssyn, Örebro, 13-15 april 2010
Available from: 2011-02-21 Created: 2012-01-12 Last updated: 2012-01-12Bibliographically approved
Jerlinder, K. (2009). International Review of Teachers' Attitudes to Inclusive Education: The case of Physical Education. In: ISAPA, International Symposium of Adapted Physical Activity: Gävle, Sweden, June 2009. Paper presented at ISAPA, International Symposium of Adapted Physical Activity, Gävle, Sweden, June 2009 (pp. 1-10).
Open this publication in new window or tab >>International Review of Teachers' Attitudes to Inclusive Education: The case of Physical Education
2009 (English)In: ISAPA, International Symposium of Adapted Physical Activity: Gävle, Sweden, June 2009, 2009, p. 1-10Conference paper, Published paper (Refereed)
Keyword
review, teacher, attitude, inclusion, physical education
National Category
Pedagogical Work Social Work Social Work
Identifiers
urn:nbn:se:gih:diva-2129 (URN)
Conference
ISAPA, International Symposium of Adapted Physical Activity, Gävle, Sweden, June 2009
Available from: 2009-09-09 Created: 2012-01-12 Last updated: 2012-01-12Bibliographically approved
Jerlinder, K., Danermark, B. & Gill, P. (2009). Normative approaches to justice in physical education for pupils with physical disabilities: dilemmas of recognition and redistribution. Disability & Society, 24(3), 331-342
Open this publication in new window or tab >>Normative approaches to justice in physical education for pupils with physical disabilities: dilemmas of recognition and redistribution
2009 (English)In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 24, no 3, p. 331-342Article in journal (Refereed) Published
Abstract [en]

Seeking social justice in education for pupils with disabilities creates certain dilemmas. A ‘school for all’ means that educators are faced with a dilemma where the notion of ‘disability’ is perceived as ought not to matter, but where in actual fact it seems to matter very much! This article explores ways out of this general educational dilemma using the context of physical education (PE) for pupils with physical disabilities within the compulsory school as an example. Justice theories of resource distribution and cultural recognition affect educational outcomes, where demands are for justice and equity. Fraser’s (2000/2001) notion of ‘social status’, together with a pluralistic approach to identities where personal experiences are given a place, is used to suggest a solution to the dilemma. It is concluded that a redistribution of economic resources and social recognition is necessary if social justice within PE is to become a reality.

Keyword
identity, social status, disability, pupils, physical education
National Category
Pedagogy Social Work
Identifiers
urn:nbn:se:gih:diva-2121 (URN)10.1080/09687590902789495 (DOI)000265293300006 ()
Available from: 2008-06-18 Created: 2012-01-12 Last updated: 2017-12-08Bibliographically approved

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