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    Research

    Inclusive strategies and bureaucratic organisations in integrated and segregated school systems

    Author:

    Eva Heimdahl Mattson

    Stockholm Institute of Education, Department of Human Development, Learning and Special Education
    About Eva Heimdahl

    Eva Heimdahl Mattson, Ph.D. Scientific field: Independence and autonomy related to students with disabilities in included, integrated and segregated schoolorganizations. Stockholm Institute of Education. Department of Human Development, Learning and Special Education

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    Abstract

    The aim of this work has been to study the school situation of students with motor disabilities focusing concepts like integration, segregation, inclusion and self‐reliance. Interviewing students, parents and teachers has been the dominant method. The result indicated that schools which had a variation of students – for example in ethnic and socio‐cultural backgrounds – were better able to adapt themselves to students with disabilities and their educational needs. Schools with homogeneous student population seemed more liable to use segregated solutions when problems arose. One conclusion in this study is that the issues of integration contra segregation are not crucial to the students opportunities for participation and co‐determination, but rather forms of organization and co‐operation within the framework of the respective system.
    How to Cite: Mattson, E.H., 2001. Inclusive strategies and bureaucratic organisations in integrated and segregated school systems. Scandinavian Journal of Disability Research, 3(1), pp.38–55. DOI: http://doi.org/10.1080/15017410109510767
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      Published on 01 Jul 2001
    Peer Reviewed
     CC BY 4.0

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    Mattson, E.H., 2001. Inclusive strategies and bureaucratic organisations in integrated and segregated school systems. Scandinavian Journal of Disability Research, 3(1), pp.38–55. DOI: http://doi.org/10.1080/15017410109510767

    Mattson EH. Inclusive strategies and bureaucratic organisations in integrated and segregated school systems. Scandinavian Journal of Disability Research. 2001;3(1):38–55. DOI: http://doi.org/10.1080/15017410109510767

    Mattson, E. H. (2001). Inclusive strategies and bureaucratic organisations in integrated and segregated school systems. Scandinavian Journal of Disability Research, 3(1), 38–55. DOI: http://doi.org/10.1080/15017410109510767

    1. Mattson EH. Inclusive strategies and bureaucratic organisations in integrated and segregated school systems. Scandinavian Journal of Disability Research. 2001;3(1):38-55. DOI: http://doi.org/10.1080/15017410109510767

    Mattson EH, ‘Inclusive Strategies and Bureaucratic Organisations in Integrated and Segregated School Systems’ (2001) 3 Scandinavian Journal of Disability Research 38 DOI: http://doi.org/10.1080/15017410109510767

    Mattson, Eva Heimdahl. 2001. “Inclusive Strategies and Bureaucratic Organisations in Integrated and Segregated School Systems”. Scandinavian Journal of Disability Research 3 (1): 38–55. DOI: http://doi.org/10.1080/15017410109510767

    Mattson, Eva Heimdahl. “Inclusive Strategies and Bureaucratic Organisations in Integrated and Segregated School Systems”. Scandinavian Journal of Disability Research 3, no. 1 (2001): 38–55. DOI: http://doi.org/10.1080/15017410109510767

    Mattson, E H. “Inclusive strategies and bureaucratic organisations in integrated and segregated school systems”. Scandinavian Journal of Disability Research, vol. 3, no. 1, 2001, pp. 38–55. DOI: http://doi.org/10.1080/15017410109510767

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