Stockholm university
Denna sida på svenska

Charlotte Jakobsson

About me

Charlotte Jakobsson works as a special educator in a municipal primary school in parallel with pursuing half-time studies in special pedagogy at The Research School in Special Education. She has a primary school teacher exam, a special teacher exam with emphasis on language, reading and writing, and is also a master of science in special pedagogy. Charlotte has 20 years of experience working at all stages of primary schools, whereof 15 years as a special teacher/pedagogue, primarily at elementary schools, but also at a special resource school for students with neuro-psychiatric disorders and other impediments, that affect the ability to cope with school’s demands.

Charlotte’s fields of interest are: special pedagogy, accessible teaching, as well as the socio-emotional climate of teaching environments. Her current research deals with how cross-professional competences in the student health teams can support early efforts to encourage schools’ preventive work by developing the learning environment, as well as the school's interprofessionell collaboration in order to support the development and learning for all students regardless of their functional capacities.

Main supervisor: professor Mara Westling Allodi  (Department of Special Education, Stockholm University)
Co-supervisor: universitetslektor Mina Sedem  (Department of Special Education, Stockholm University)

Publications

A selection from Stockholm University publication database

  • "När funkar det i skolan?"

    2020. Charlotte Jakobsson, Heidi Selenius, Åsa Murray.

    Aktuella studier visar att risken för psykisk ohälsa är större för människor som inte fullföljer gymnasiestudier. I Sverige saknar en fjärdedel av högstadieeleverna betyg i något eller flera ämnen och är därmed inte behöriga till gymnasiet. Då skolor har dokumenterade svårigheter att erbjuda bra stöd för elever med olika funktionsnedsättningar finns ett starkt samhällsintresse av att synliggöra vilka faktorer i skolans lärandemiljö som är stödjande för dessa elever för att möjliggöra förbättringar. Utifrån en fenomenografisk ansats, med empiri baserad på tretton semistrukturerade intervjuer, undersöker aktuell studie vad ungdomar med erfarenhet av svårigheter i grundskolan utifrån funktionsvariation uppfattar som bra stöd. I den kollektiva beskrivningen av fenomenet bra stöd i skolan framträder erkännande, i betydelsen att skolans personal möter eleven som en unik person med förmågor, vilken vill utvecklas och lära men samtidigt erkännas vara i behov av stöd och anpassningar av olika karaktär. Härmed identifieras lärares förväntningar på sina elever som en viktig påverkansfaktor. Fem områden lyfts fram som betydelsefulla för att erkännande ska manifesteras: trygghet och trivsel, deltagande, autonomi, tillhörighet och meningsfullhet. Eftersom skolor anmodas arbeta förebyggande och hälsofrämjande med stöd av en samlad elevhälsa sätts studiens resultat slutligen i relation till ett salutogent förhållningssätt.

    Read more about "När funkar det i skolan?"

  • Special Educators’ and Special Educator Teachers’ Perceptions of Their Work Tasks and Opportunities to Work Supportively and Preventively in a Swedish Municipality

    2022. Charlotte Jakobsson. Integrating Research and Practice in Early Childhood Intervention - A Joint Conference from the Division for Early Childhood and the International Society on Early Intervention, Symposium and postersessions, Chicago, Illinois, US, September 27-30, 2022

    Conference

    The opportunity to receive early support would be beneficial, especially for students with special educational needs. Swedish schools are criticized in evaluations for not providing early support to children with special educational needs. Special educators have in their profession a pronounced key role in schools regarding support initiatives and they should identify needs and contribute to students receiving adequate support. The study aims to investigate special educators’ work tasks and opportunities to work supportively and preventively. The participants are 157 professionals responsible for providing special support in a local authority in Sweden, who responded to a web questionnaire in 2022. Their answers were analyzed to identify challenges that hinder inclusive early support provisions in this educational context. 

     

    Read more about Special Educators’ and Special Educator Teachers’ Perceptions of Their Work Tasks and Opportunities to Work Supportively and Preventively in a Swedish Municipality

Show all publications by Charlotte Jakobsson at Stockholm University

Edit the profile