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Inclusion on Fragile Ground: Supporting Students with Special Educational Needs in Swedish Work-Based Learning

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Title: Inclusion on Fragile Ground: Supporting Students with Special Educational Needs in Swedish Work-Based Learning
Language: English
Authors: My Olofsson (ORCID 0000-0002-9017-6426)
Source: Journal of Research in Special Educational Needs. 2026 26(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Work Based Learning, Special Education, Career and Technical Education Teachers, Secondary School Students, Accessibility (for Disabled), Inclusion, Secondary School Teachers
Geographic Terms: Sweden
DOI: 10.1111/1471-3802.70065
ISSN: 1471-3802
Abstract: This study explores how vocational education and training (VET) teachers in Sweden support students with special educational needs (SEN) during work-based learning (WBL). Based on interviews with 15 teachers from nine upper secondary VET programmes, the analysis draws on communities of practice and Biesta's three domains of education. Findings show that VET teachers employ adaptive strategies such as breaking down tasks, offering visual aids and negotiating incremental participation to enable access to WBL. However, inclusion often remains fragile and uneven. Workplaces are rarely designed to accommodate students with SEN, leaving VET teachers to shoulder responsibility for mediation and adaptation. While WBL can provide legitimate peripheral participation, opportunities for recognition, progression and subjectification are frequently limited, especially when students are restricted to repetitive or marginal tasks. This study argues that meaningful inclusion requires systemic arrangements that balance workplace demands with broader educational purposes, enabling students with SEN to participate safely and with agency in vocational communities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503971
Database: ERIC
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  Data: Inclusion on Fragile Ground: Supporting Students with Special Educational Needs in Swedish Work-Based Learning
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education+Teachers%22">Career and Technical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink>
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  Data: 10.1111/1471-3802.70065
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  Data: This study explores how vocational education and training (VET) teachers in Sweden support students with special educational needs (SEN) during work-based learning (WBL). Based on interviews with 15 teachers from nine upper secondary VET programmes, the analysis draws on communities of practice and Biesta's three domains of education. Findings show that VET teachers employ adaptive strategies such as breaking down tasks, offering visual aids and negotiating incremental participation to enable access to WBL. However, inclusion often remains fragile and uneven. Workplaces are rarely designed to accommodate students with SEN, leaving VET teachers to shoulder responsibility for mediation and adaptation. While WBL can provide legitimate peripheral participation, opportunities for recognition, progression and subjectification are frequently limited, especially when students are restricted to repetitive or marginal tasks. This study argues that meaningful inclusion requires systemic arrangements that balance workplace demands with broader educational purposes, enabling students with SEN to participate safely and with agency in vocational communities.
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Work Based Learning
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Career and Technical Education Teachers
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Accessibility (for Disabled)
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      – SubjectFull: Inclusion
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      – SubjectFull: Sweden
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      – TitleFull: Inclusion on Fragile Ground: Supporting Students with Special Educational Needs in Swedish Work-Based Learning
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