Transcriptions of 12 interviews with SEN investigators and decision-makers in North Rhine-Westphalia, Germany

SND-ID: snd1060-1. Version: 1.0. DOI: https://doi.org/10.5878/sp3b-mr23

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Citation

Creator/Principal investigator(s)

Thomas Barow

Research principal

University of Gothenburg - Institutionen för pedagogik och specialpedagogik

Description

The file contains transcriptions of 12 interviews with SEN investigators and decision-makers in North Rhine-Westphalia (NRW), Germany. Altogether the material includes about 14 h of tape recorded material (not saved) or 200 pages transcriptions. The interviews were conducted in five municipalities of the state NRW. Research questions were focusing on the thought styles of the interviewees.

Purpose:

The purpose of the study is to analyse the process of special education needs [SEN] assessment in North Rhine-Westphalia, Germany.

Language

German

Method and outcome

Unit of analysis

Individual

Time Method

Cross-section

Sampling procedure

Non-probability

Time period(s) investigated

2016-12-05 – 2016-12-09

Data format / data structure

Text

Data collection

Mode of collection: Interview
Time period(s) for data collection: 2016-12-05 – 2016-12-09
Source of the data: Population group

Geographic coverage

Geographic spread

Geographic location: Germany

Geographic description: Nordrhein-Westfalen, Germany

Administrative information

Responsible department/unit

Institutionen för pedagogik och specialpedagogik

Funding 1

Funding agency: Adlerbert Research Foundation

Funding 2

Funding agency: Knut and Alice Wallenberg Foundation

Topic and keywords

Research area

Education (CESSDA Topic Classification)

Social sciences (Standard för svensk indelning av forskningsämnen 2011)

Educational sciences (Standard för svensk indelning av forskningsämnen 2011)

Keywords

Teachers, Educational tests, Schools, Educational personnel, School-student relationship, Special education teachers

Publications

Barow, T. & Östlund, D (2018). The significance of SEN assessment, diagnoses, and psychometric tests in inclusive education: Studies from Sweden and Germany. in B. Hamre; A. Morin & C Ydesen (Eds.) Testing and Inclusive Schooling. International Challenges and Opportunities. Routledge: London.

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Published: 2018-11-27

Last updated: 2019-02-06