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  • 1.
    Hultman, Lill
    et al.
    Division of Social Work, Department of Neurobiology, Care Sciences and Society (NVS), Karolinska Institutet, Stockholm, Sweden.
    Forinder, Ulla
    University of Gävle, Faculty of Health and Occupational Studies, Department of Social Work and Psychology, Social work. Division of Social Work, Department of Neurobiology, Care Sciences and Society (NVS), Karolinska Institutet, Stockholm, Sweden; Research & Development, Education and Innovation, Function Area Social Work in Health, Karolinska University Hospital, Stockholm, Sweden.
    Fugl-Meyer, Kerstin
    Division of Social Work, Department of Neurobiology, Care Sciences and Society (NVS), Karolinska Institutet, Stockholm, Sweden; Research & Development, Education and Innovation, Function Area Social Work in Health, Karolinska University Hospital, Stockholm, Sweden.
    Pergert, Pernilla
    Childhood Cancer Research Unit, Department of Women’s and Children’s Health (KBH), Karolinska Institutet, Stockholm, Sweden; Pediatric Oncology and Hematology, Children’s and Women’s Health, Karolinska University Hospital, Stockholm, Sweden.
    Maintaining professional integrity: experiences of case workers performing the assessments that determine children’s access to personal assistance2018In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 33, no 6, p. 909-931Article in journal (Refereed)
    Abstract [en]

    This qualitative study explores Swedish case workers experiences of decision making regarding disabled children's right to obtain assistance in their everyday life whereby they can live independently in the community. Data collection included seven focus-group interviews and 11 complementary individual interviews with case workers from different agencies responsible for decisions regardig access to personal assistance. Grounded theory methodology was used. Compromised professional integrity under shifting conditions emerged as a main concern and maintaing professional integrity was used as an approach to resolve it. The case workers are maintaining professional integrity by applying different strategies; struggling with division of responsibility, bureaucratizig, and justifying and protecting. The results indicate that present application of assessment criteria in combination with the utilization of precedent rulings has made it difficult for the case workers to make decisions that provide children access to assistance. Current practice raises questions about the case workers perspectives of professionalism.

  • 2.
    Jerlinder, Kajsa
    et al.
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Danermark, Berth
    Örebro universitet.
    Gill, Peter
    University of Gävle, Department of Education and Psychology, 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.

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