ABSTRACT

In educational systems around the world, there is a long tradition of using psychiatric diagnoses when providing support in the special educational field. For instance, many countries have special schools and special classes for students with psychiatric diagnoses such as Attention-Deficit Hyperactivity Disorder, Autism spectrum disorder and general learning disabilities. This case study draws on data from Denmark and investigates how this organising principle is currently being challenged. The study shows that a main challenge to the widespread use of diagnoses is a shift in how the psychiatric system diagnoses students. Factors affecting the current situation are that a) an increasing proportion of students receive more than one diagnosis, and b) children with social problems are more likely to be diagnosed with a psychiatric condition as well. The outcome is that the institutional tradition of distinguishing between support to be provided for different diagnoses comes under pressure, and a paradoxical situation occurs where the growing complexity of children’s psychiatric diagnoses leads to practices where more differentiated special needs are taught within the same classrooms. The situation has led the Danish school system to search for alternative ways of organising support for students. The study investigates these new emerging methods of providing support.

摘要

在世界各地的教育系统中，在特殊教育领域提供支持时使用精神病诊断有着悠久的传统。例如，许多国家为患有注意力缺陷多动障碍、自闭症谱系障碍和一般学习障碍等精神疾病的学生设立了特殊学校和特殊班级。本案例研究借鉴了丹麦的数据，并调查了这一组织原则目前如何受到挑战。研究表明，广泛使用诊断的一个主要挑战是精神科系统诊断学生的方式的转变。影响当前状况的因素是：a）越来越多的学生接受不止一项诊断；b）有社会问题的儿童更有可能被诊断出患有精神疾病。结果是，区分为不同诊断提供支持的制度传统受到压力，并且出现了一种矛盾的情况，即儿童精神科诊断的日益复杂性导致在同一教室中教授更多差异化特殊需求的做法。这种情况促使丹麦学校系统寻找其他方式为学生提供支持。该研究调查了这些新兴的提供支持的方法。一种矛盾的情况发生了，儿童精神病学诊断的日益复杂性导致在同一教室中教授更多不同的特殊需求。这种情况促使丹麦学校系统寻找其他方式为学生提供支持。该研究调查了这些新兴的提供支持的方法。一种矛盾的情况发生了，儿童精神病学诊断的日益复杂性导致在同一教室中教授更多不同的特殊需求。这种情况促使丹麦学校系统寻找其他方式为学生提供支持。该研究调查了这些新兴的提供支持的方法。