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Pupils in remedial classes
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2009 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this dissertation is to increase understanding of being a pupil in a remedial class. The thesis is based on interviews, questionnaires, and observations and includes parents, teachers, and pupils in ten remedial classes. Fifty-five percent of the studied pupils had no specific diagnosis. The thesis is based on five articles emanating from the interdisciplinary BASTA project (Basic skills, social interaction and training of the working memory). Article I focuses on self-concept, with a rating scale completed by the children. In Article II ethical issues related to the methodology of interviewing children are stressed. Article III focuses on teaching children in remedial classes, and is based on questionnaires completed by teachers and parents. Article IV is based on interviews with pupils. Article V is based on interviews with teachers and on classroom observations, and highlights the classroom climate.

The theoretical approach used is a sociocultural perspective. From this perspective, learning is seen as becoming involved in different discourses, where interaction is seen as part of learning and development.

The results of the thesis show that the pupils become bearers of the school’s perspective and blame the referral to remedial class on shortcomings in themselves. In transferring to the remedial class the pupils can lose their friends. Factors that reinforce this construction are the structured teaching and organisation of the classroom. These may hinder the pupils both in terms of friendship and of learning of subject knowledge. The main result is, however, that what the pupils in remedial classes primarily learn is to be pupils in remedial classes.

Place, publisher, year, edition, pages
Stockholm: Institutionen för barn- och ungdomsvetenskap , 2009. , 76 p.
Keyword [en]
Remedial class, attention and/or concentration deficits, pupil perspective, pupil’s perspective, classroom climate, socio-cultural perspective, self-concept
National Category
Social Sciences
Research subject
Child and Youth Science
Identifiers
URN: urn:nbn:se:su:diva-8514ISBN: 978-91-7155-802-2 (print)OAI: oai:DiVA.org:su-8514DiVA: diva2:200409
Public defence
2009-03-13, Dahlströmsalen, Campus Konradsberg, hus D, Rålambsvägen 26 D, Stockholm, 13:00
Opponent
Supervisors
Available from: 2009-02-19 Created: 2009-02-17 Last updated: 2012-03-07Bibliographically approved
List of papers
1. Self-concept in children with attention deficits
Open this publication in new window or tab >>Self-concept in children with attention deficits
2007 (English)In: International Journal of Rehabilitation Research, ISSN 0342-5282, Vol. 30, no 3, 195-201 p.Article in journal (Refereed) Published
Identifiers
urn:nbn:se:su:diva-25739 (URN)
Note
Part of urn:nbn:se:su:diva-8514Available from: 2009-02-19 Created: 2009-02-17 Last updated: 2010-05-06Bibliographically approved
2. Ethical issues when interviewing children in remedial classes
Open this publication in new window or tab >>Ethical issues when interviewing children in remedial classes
2007 (English)In: International Journal of Rehabilitation Research, ISSN 0342-5282, Vol. 30, no 3, 203-207 p.Article in journal (Refereed) Published
Identifiers
urn:nbn:se:su:diva-25740 (URN)
Note
Part of urn:nbn:se:su:diva-8514Available from: 2009-02-19 Created: 2009-02-17 Last updated: 2010-05-06Bibliographically approved
3. Teaching children with attention deficit hyperactivity disorder in remedial classes: Brief reserach report
Open this publication in new window or tab >>Teaching children with attention deficit hyperactivity disorder in remedial classes: Brief reserach report
2008 (English)In: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 31, no 4, 351-355 p.Article in journal (Refereed) Published
Abstract [en]

This article focuses on a questionnaire distributed and answered by teachers and parents of children with AD/HD or similar diagnoses. Twenty-one teachers and 40 parents were involved. The result showed that teaching and learning is complicated as the teachers need to spend too much time on reproving the behaviours of the pupils.

Keyword
AD/HD, attention deficit hyperactivity disorder, remedial class, teaching, school
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:su:diva-15680 (URN)10.1097/MRR.0b013e3283031ed0 (DOI)000261485300014 ()
Available from: 2008-12-08 Created: 2008-12-08 Last updated: 2012-03-07Bibliographically approved
4. Children’s views on attending a remedial class – because of concentration difficulties
Open this publication in new window or tab >>Children’s views on attending a remedial class – because of concentration difficulties
2011 (English)In: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 37, no 3, 440-445 p.Article in journal (Refereed) Published
Abstract [en]

Background An increasing number of segregating solutions (e.g. remedial classes) can be seen in Swedish schools. The aim of this article is to stress how children describe why they attend a remedial class and what it means to be a pupil in that setting. Methods The data collection consists of semi-structured interviews with 10 pupils between 10 and 12 years old attending 10 different remedial classes because they had been attributed with having concentration difficulties or diagnosed with attention deficit/hyperactivity disorder. The content of the interviews was described and analysed in relation to the classroom context. The socio-cultural perspective is used as a screen to describe and understand the children’s comments about attending remedial class. Results and conclusions All interviews with the children indicate that they are carriers of their schools’ compensatory perspective. This means that they are fully aware of the fact that they are regarded as difficult, with annoying and problematic behaviour, deviating from pupils’ in general. The remedial class creates social difficulties for the children; they see themselves as deviant, they lose old friends and there are limited possibilities of establishing new friendship in remedial classes.

Keyword
attention and/or concentration deficits, children’s views, friendship, identity, remedial class
National Category
Pedagogy
Research subject
Child and Youth Science; Child and Youth Studies with Focus on Educational Science; Special Education with a Focus on Educational Science
Identifiers
urn:nbn:se:su:diva-25742 (URN)10.1111/j.1365-2214.2010.01178.x (DOI)000289152700019 ()
Available from: 2009-02-19 Created: 2009-02-17 Last updated: 2012-01-18Bibliographically approved
5. The structured classroom
Open this publication in new window or tab >>The structured classroom
2011 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 15, no 2, 195-210 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to highlight the organisation of the remedial classroom. The data were collected from observations and semi-structured interviews with 10 teachers in remedial classes for children seen and treated as having concentration deficits. The teachers use primarily compensatory language that places the deficits in the pupils. Something appearing both in the interviews and in the organisation of the classroom is the structured classroom. In the remedial class it can be expresse by dividing the pupils’ working place areas with screens or turning the pupils’ desks toward a bare wall, and strongly structuring the teaching. By pointing out the problem as pupils’ social deficits, the schools reduce their agency. The goal of remedial classes is that the pupils will return to the ordinary class. This article suggests that what pupils in remedial classes learn primarily is to be a pupil in a remedial class.

Keyword
remedial class, classroom climate, agency, teacher interviews
National Category
Pedagogy
Research subject
Child and Youth Science
Identifiers
urn:nbn:se:su:diva-25743 (URN)10.1080/13603110902763433 (DOI)000288670500001 ()
Available from: 2009-02-19 Created: 2009-02-17 Last updated: 2012-01-20Bibliographically approved

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