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D. student, Child and Youth Science. Department of Human Development, Learning and Special Education Stockholm Institute of Education, P.O. Box 34103, SE-100 26 Sweden Anna-Lena.Ljusberg@lhs.se P$   !0 H 4 0޽h ? ff3ff___PPT10i.dp~|&+D=' = @B +} |@(  )   x&0e0e?Rectangle 2*P`  & ] Introduction  (     x&0e0e?Rectangle 3P`p & The Convention on the Rights of the Child (1989) highlights education and a school for all. This is the basis of the Swedish Education Act, and the objective of the curriculum is that all children and young persons regardless of gender, ethnic background, social, or economic factors shall enjoy the right in school of being seen as equals, have the same rights to education, on the same conditions.   H < 0޽h ? ff3ff___PPT10i.dvA_+D=' = @B +"x w`(     xЙ&0e0e?Rectangle 3p & But, in Sweden, as in other countries, an increasing number of segregating solutions can be seen and the number of remedial classes is obviously increasing (Brodin & Lindstrand, 2004; Lindstrand, 1998).   H < 0޽h ? ff3ff___PPT10i.dPl+D=' = @B +"> E=p(     x'0e0e?Rectangle 3pp ' In the school year of 1998/99 there were 112 remedial classes in Stockholm while seven years later, in the school year of 2005/06 there were 180.  H < 0޽h ? ff3ff___PPT10i.dz+D=' = @B +"  '(     x'0e0e?Rectangle 3pp ' sApproximately 20 percent of the children entered remedial classes due to attention deficit/hyperactivity disorder. t ts H < 0޽h ? ff3ff___PPT10i.d F+D=' = @B +"d kc (      x'0e0e?Rectangle 3p ' Few evaluations of remedial classes in Sweden have been conducted, and to date no study has been done in which young pupils describe what it means for them to be in a remedial class.   H < 0޽h ? ff3ff___PPT10i.dp3+D=' = @B +" $(  $ $  x,&0e0e?Rectangle 2*P`  ' M The study    N $  x0'0e0e?Rectangle 3P`p ' PDuring 2004 and 2005, 11 remedial classes in nine different schools in Stockholm were followed. Forty-two children between nine and twelve years with attention problems were studied. Out of these, 17 children were diagnosed with AD/HD (Ljusberg, 2005). Ten children were randomly selected for interviews (Ljusberg & Brodin, in press). Q QH < 0޽h ? ff3ff___PPT10i.d+D=' = @B +"_ f^((  ( (  xL<'0e0e?Rectangle 3pp ' This presentation is based on the interviews about what it means to attend remedial classes, i.e. to be segregated from the regular class and placed in a special school setting.   H < 0޽h ? ff3ff___PPT10i.~e+D=' = @B +"O VN,(  ,& ,  xlH'0e0e?Rectangle 2*P`  ' ZRemedial class   ,  x(K'0e0e?Rectangle 3P`p ' DAccording to the Compulsory School Ordinance, 5 , (1994:1194) the pupil has the right to receive special support in the remedial class only  if there are special reasons such support may be given in a remedial group (author s translation), (Compulsory School Ordinance, 1994:1194, p. 7). 8# >" H < 0޽h ? ff3ff___PPT10i.d$+D=' = @B +" 0H(  0" 0  x\'0e0e?Rectangle 2*P`  ' V A mishmash     0  x_'0e0e?Rectangle 3P`p ' The reason for a child being taught in a remedial class can be seen as a mishmash between the school structure and the pupil s social, cultural and economical background (Deschenes, Cuban & Tyack, 2001) and it can be roughly divided into two categories   inefficient organizations and  defective students (Skrtic, 1991, p. 152). M MJ  r H < 0޽h ? ff3ff___PPT10i.d'+D=' = @B +" 4<(  4 4  xn'0e0e?Rectangle 3pp ' DFocus still seems to be on  defective students and not on  inefficient organizations (Haug, 1998; Hjrne, 2004). &t Vs H < 0޽h ? ff3ff___PPT10i.dz+D=' = @B +" 8^(  8& 8  xu'0e0e?Rectangle 3'Yp ' fThe problem in the teaching situation seems thus to be expressed as an individual (read pupil) rather than a contextual problem. The solution can be to move the pupil to another class (which is common in Stockholm) or that the pupil starts from the beginning in a remedial class.   H < 0޽h ? ff3ff___PPT10i.d@B+D=' = @B +" <=(  < <  x'0e0e?Rectangle 3'p ' EIt is reasonable to assume that some schools have more difficulties in handling psychosocial than physical problems, and to solve these difficulties the school often searches for organizational solutions rather than pedagogical ones (Hjrne, 2004).   H < 0޽h ? ff3ff___PPT10i.d:+D=' = @B +"c jb@(  @ @  xЍ'0e0e?Rectangle 3p ' The Swedish special education knowledge and traditions are based on segregation and on the concept of compensational special education as a way to reach social justice (Haug, 1998).   H < 0޽h ? ff3ff___PPT10i.d%+D=' = @B +"  D[(  DY D  x'0e0e?Rectangle 2*P`  ' ?The increase of remedial classes could be a sign of a backlash.@ @(?  D  x'0e0e?Rectangle 3P`p ' There have been discussions of a paradigm shift in research during the late 1900s concerning the views on children and childhood (James & Prout, 1997).  &  H < 0޽h ? ff3ff___PPT10i.dr+D=' = @B +" 0H|(  HD H  x '0e0e?Rectangle 3pp ' 8This was a perspective created as a criticism of the established research, together with changes in society, and the growing movement of children s rights.   H < 0޽h ? ff3ff___PPT10i.d@JU%+D=' = @B +" @Li(  L1 L  xЯ'0e0e?Rectangle 3j'p ' q%The established research was based on child psychology and dominated by experimental, science-oriented research methods. In traditional psychological testing and diagnostics the shortcomings are focused upon. Generally, the shortcomings are ascribed to the child, not the child in context. & &$ H < 0޽h ? ff3ff___PPT10i.d V/+D=' = @B +" PPk(  P3 P  x'0e0e?Rectangle 3pp ' s'It happens that pupils are stigmatized as disturbing without any investigation. The staff members at school say that the reason is that they have neither time nor possibilities for meeting pupils in such a way, that the cause can be analyzed; instead they often take the pupil out of the class. ( (' H < 0޽h ? ff3ff___PPT10i.d 5C+D=' = @B +" `T(  TG T  x'0e0e?Rectangle 3Tp ' 1 This is a disadvantage for the pupil but perhaps a benefit for the school because the school does not have to draw attention to itself (Skidmore, 2004). The perspective one takes when one labels children in this way, lifting them out of ordinary education, can thus be called an individual perspective. 2 11 H < 0޽h ? ff3ff___PPT10i.d7P+D=' = @B +"4 ;3pX(  X\ X  x\'0e0e?Rectangle 2*P`  ' 4Advantages and disadvantages with remedial classes $5 2((4 / X  x'0e0e?Rectangle 3P`p ' cIt can be a positive experience for a pupil with attention deficits to enter a remedial class because there are fewer instances of interference and the teacher has more possibilities to individualize the teaching (National Board of Health and Welfare, 2002).  (&  H < 0޽h ? ff3ff___PPT10i.dXW+D=' = @B +" \(  \R \  x,'0e0e?Rectangle 3Tp ' 4Among the arguments for starting remedial classes have up to now been that it would mean greater security for the segregated children and that it would be better for their self-confidence if they do not have to be taught together with children who perform better (Ahlstrm, 1986; Brodin & Lindstrand, 2004). 5 5&$ H < 0޽h ? ff3ff___PPT10i.d`Kk+D=' = @B +"~ }`(  ` `  x'0e0e?Rectangle 3p ' There are also voices raised about children taking space from other children and hindering them from optimal achievement (Deschened, Cuban & Tyack, 2001). & y"8z    H < 0޽h ? ff3ff___PPT10i.d0y+D=' = @B +" dV(  d d  x(0e0e?Rectangle 3pp ' ^From a sociological/critical perspective the opposite is claimed  that compensations can be both stigmatizing and unrealistic. Other risks are that both teachers expectations of pupils and the pupils own levels of ambition are reduced (Stangvik, 1979).  &  H < 0޽h ? ff3ff___PPT10i.d{+D=' = @B +"X _Wh(  h h  x'0e0e?Rectangle 3'Yp ( Other disadvantages are limited possibilities to find a classmate for individual pupils and fewer opportunities for social interaction with children from ordinary classes.  H < 0޽h ? ff3ff___PPT10i.d}|+D=' = @B +" l(  l l  x(0e0e?Rectangle 3pp ( It is necessary to point out that literature surveys on inclusion show that there are no or extremely few arguments support-ing exclusion (Haug, 1998; Skidmore, 2004). ,   &|* H < 0޽h ? ff3ff___PPT10i.eG˞+D=' = @B +"  p(  p: p  x!(0e0e?Rectangle 2*P`  ( nCriticism of diagnostic tests  (   p  x&(0e0e?Rectangle 3P`p ( TPlacing a child in a remedial class means individualizing and transferring the problems into the child, and the same applies to diagnosing children. This is, of course, not unproblematic and for the individual it may have different consequences. & l H < 0޽h ? ff3ff___PPT10i.d o+D=' = @B +" tR(  t t  x1(0e0e?Rectangle 3p ( ZThe pupil who attends remedial classes has very often met failures both in and outside the classroom (Lindstrand, 1998; Ljusberg & Brodin, in press). In the short term a diagnose can mean that one gets comfort and help, but in a compensational way.  ( c H < 0޽h ? ff3ff___PPT10i.d(^+D=' = @B +"% ,$x(  x x  xx=(0e0e?Rectangle 3Tp ( xWhen a child gets diagnosed it is not only an individual, isolated act. It is simultaneously, even if one does not want it to be, a social categorization of the child that will influence the child s social surrounding and especially the child s own opinion of her/himself and her/his possibilities (Hundeide, 2006). = =< H < 0޽h ? ff3ff___PPT10i.d,n+D=' = @B +"@ G?|(  | |  xK(0e0e?Rectangle 3pp ( Many pupils and parents experience relief after a diagnosis (Hjrne, 2004) but are afraid of the stigma it may bring in the future. "   H < 0޽h ? ff3ff___PPT10i.d@n+D=' = @B +"g nf(     xT(0e0e?Rectangle 3Tp ( Often when a pupil is diagnosed the school will obtain extra money to support the child. Brodin and Lindstrand (2004) claim that due to this situation there is a risk of over-diagnosis.   H < 0޽h ? ff3ff___PPT10i.d +D=' = @B +"| { (     x_(0e0e?Rectangle 3'p ( There is reason to criticize this endeavor towards conformity that diagnosing of children may mean, and emphasize the fact that differences are not only negative but can also be a resource (Nilholm, 2003).   H < 0޽h ? ff3ff___PPT10i.dp+D=' = @B +"c jb0(  1   x`k(0e0e?Rectangle 2*P`  ( eTheoretical approach  (    xn(0e0e?Rectangle 3P`p ( oThe theoretical approach used in this paper is a sociocultural perspective (Vygotsky, 1934/2001; Wertsch, 1991, 1998). In a sociocultural perspective the understanding of childhood is that it is not just a phase in life but a social construction, which means continuous changes in relation to economical, social and cultural circumstances in society (Slj, 2000). p Zpn H < 0޽h ? ff3ff___PPT10i.dKz+D=' = @B +" %@(  }   x,z(0e0e?Rectangle 3pp ( qFrom this perspective we understand the world and being in the world through different discourses (Slj, 2000). r rq H < 0޽h ? ff3ff___PPT10i.d`k_)+D=' = @B +" P:(     x|(0e0e?Rectangle 3p ( BWith discourse is meant normative contexts, coherent systems of meaning, in which we create, enclose and exclude meaning. We acquire knowledge about the world, our selves and our position in the world through appropriating different discourses.   H < 0޽h ? ff3ff___PPT10i.du+D=' = @B +"{ z`(     x(0e0e?Rectangle 3pp ( All components  the human being, the social practice and the tools  belong together and are equally necessary if one wants to understand people s acts, since they determine each other (Wertsch, 1991, 1998; Slj, 2005). & % H < 0޽h ? ff3ff___PPT10i.dP