Change search
Refine search result
1 - 15 of 15
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Jerlinder, Kajsa
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Idrottslärares attityder till inkluderande idrottsundervisning för elever med rörelsehinder.2010In: Specialpedagogisk tidskrift: att undervisa, ISSN 2000-429X, no 2, p. 4-5Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Jerlinder, Kajsa
    Högskolan i Gävle, Ämnesavdelningen för pedagogik.
    Inclusive education: what is it, and for whom?: definitions and limitations2003In: Reach, ISSN 0790-8695, Vol. 16, no 2, p. 104-116Article in journal (Refereed)
  • 3.
    Jerlinder, Kajsa
    Högskolan i Gävle, Ämnesavdelningen för pedagogik.
    International Review of Teachers' Attitudes to Inclusive Education: The case of Physical Education2009In: ISAPA, International Symposium of Adapted Physical Activity: Gävle, Sweden, June 2009, 2009, p. 1-10Conference paper (Refereed)
  • 4.
    Jerlinder, Kajsa
    Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi.
    Kartläggning av utbildningsutbudet inom anpassad fysisk aktivitet vid Sveriges folkhögskolor, högskolor och universitet.2001Report (Other (popular science, discussion, etc.))
  • 5.
    Jerlinder, Kajsa
    Högskolan i Gävle, Ämnesavdelningen för pedagogik.
    Rättvis idrottsundervisning för elever med rörelsehinder - ett dilemma?2006In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, no 3, p. 42-44Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Jerlinder, Kajsa
    Högskolan i Gävle, Ämnesavdelningen för pedagogik.
    Rättvis idrottsundervisning för elever med rörelsehinder: dilemma kring omfördelning och erkännande.2005Licentiate thesis, monograph (Other academic)
  • 7.
    Jerlinder, Kajsa
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Rättvis idrottsundervisning för elever med rörelsehinder?: En empirisk illustration2012Article in journal (Refereed)
  • 8.
    Jerlinder, Kajsa
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Social rättvisa i inkluderande idrottsundervisning för elever med rörelsehinder: en utopi?2010Doctoral 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.

     

     

  • 9.
    Jerlinder, Kajsa
    Högskolan i Gävle, Ämnesavdelningen för pedagogik.
    Swedish PE Teachers' attitudes toward teaching pupils with physical disabilities in inclusive PE settings2009In: ISAPA, International Symposium of Adapted Physical Activity, 2009, p. 1-5Conference paper (Refereed)
  • 10.
    Jerlinder, Kajsa
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Vad behövs för att en inkluderande idrottsundervisning för elever med rörelsehinder ska fungera?2010Conference paper (Refereed)
  • 11.
    Jerlinder, Kajsa
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Danermark, Berth
    Örebro universitet.
    ANED country report on equality of educational and training opportunities for young disabled people: Country: Sweden2010Report (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.

     

  • 12.
    Jerlinder, Kajsa
    et al.
    Högskolan i Gävle, Ämnesavdelningen för pedagogik.
    Danermark, Berth
    Örebro universitet.
    Gill, Peter
    Högskolan i Gävle, Ämnesavdelningen för pedagogik.
    Normative approaches to justice in physical education for pupils with physical disabilities: dilemmas of recognition and redistribution2009In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 24, no 3, p. 331-342Article in journal (Refereed)
    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.

  • 13.
    Jerlinder, Kajsa
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Danermark, Berth
    Institutet för handikappvetenskap, Örebro Universitet.
    Gill, Peter
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Swedish Primary School Teachers' attitudes to inclusion: The case of PE and pupils with physical disabilities2010In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 1, p. 45-57Article in journal (Refereed)
  • 14.
    Jerlinder, Kajsa
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Gill, Peter
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Systematic Review and Analysis of General Physical Education Teachers' attitudes to inclusion.2012Manuscript (preprint) (Other academic)
  • 15. Klavina, Aija
    et al.
    Kristén, Lars
    School of Social and Health Sciences, Halmstad University.
    Hammar, Lena
    Jerlinder, Kajsa
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Cooperation-Oriented Learning Using Peer Tutors for Increased Involvement in Physical Education2011Conference paper (Refereed)
1 - 15 of 15
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf