- processes of inclusion and exclusion in ”one school for all”
- how childrens’ difficulties in school are understood by the experts in school and what are the consequences for the child and for the school, respectively.
- what kind of support are offered children in need of special support in practice?
- how the teaching and learning practices in special teaching groups are organised
- how the children are prepared for a return back to regular class
- in what way can the pupil health team contribute to a school environment that promotes learning, development and wellbeing in all children?
- a healthpromoting school Development
- 2014-2016 Gender, social class and the identification of special educational needs in Sweden and Scotland. Awarded the Kerstin Hesslegren guest professorship 2014 for prof Sheila Riddell, Edinburgh University. Funded by the Swedish Research Council.
- 2011-2016 A school for the deviant: A study of teaching- and learning practices and the formation of identity in special classes. Funded by The Swedish Research Council.
- 2012-2016 Special Education and Policy Change: A Study of Six Jurisdictions. An International Network funded by The Leverhulme Trust, led by professor Sheila Riddell, University of Edinburgh, Scotland, UK.
Hjörne, E. & Säljö, R. (2019). Diversity and inclusion: educational leadership and the tensions between normative ideals, policy and classroom life, in A. Saiti (Ed.). Oxford Research Encyclopedia of Education, New York: Oxford University Press.
Hjörne, E. & Säljö, R. (2019). Teaching and learning in the special education setting: Agency of the diagnosed child, Emotional and Behavioural Difficulties 24(3), 224-238.
Hjörne, E. & Säljö, R. (2019). Diagnoses and their instructional implications- children’s agency and participation in school: an introductory. Emotional and Behavioural Difficulties 24(3), 219-223.
Tegtmejer, T., Hjörne, E. & Säljö, R. (2019). “The diagnosis has been thrown out”: exploring the dilemmas of diagnosing children in a school for all. International Journal of Inclusive Education/in press https://doi.org/10.1080/13603116.2019.1569733
Hjörne, E. (2018). Elevhälsa för ett förebyggande och hälsofrämjande arbete. I C. Löfberg (Red.). Elevhälsoarbete under utveckling – en antologi. Stockholm: Specialpedagogiska skolmyndigheten.
Tegtmejer, T., Hjörne, E. & Säljö, R. (2018). Diagnosing ADHD in Danish primary school children: a case study of the institutional categorization of emotional and behavioural difficulties. Emotional and Behavioural Difficulties 23(2), 127-140.
Hjörne, E. (2017). Excluding for sake in inclusion. Contrasting narratives in policy and practice in a school for all in Sweden. Scuola Democratica 1, 213-220.
Hjörne, E. (2017). ADHD in the classroom - a pedagogy and its paradoxes. Sangeeta Bagga-Gupta, ( Ed). Marginalization processes across different settings. Going beyond the mainstream, 82-105. Newcastle-upon-Tyne: Cambridge scholars publishing.
Hjörne, E. & Säljö, R. (2017). Categorizing learners beyond the classroom, i S. Wortham, D. Kim & S. May (Eds.). Discourse and Education. Encyclopedia of Language and Education, 3rd Ed., 123-134. New York, NY, Springer International Publishing.
Karlsson, M. , Hjörne, E. & Evaldsson, A-C. (2017). Preschool girls as rule breakers: Negotiating moral orders of justice and fairness. Childhood 24(3), 396-415.
Riddell, S., Weedon, E. & Hjörne, E. (2017). Conceptions of social justice and citizenship in Scottish and Swedish education systems. Education, Citizenship and Social Justice 12(1), 3-7.
Hjörne, E. (2016). The narrative of special education in Sweden: History and trends in policy and practice. Discourse: Studies in the Cultural Politics of Education. 37(4) s. 540-552.
Riddell, S., Weedon, E., Danforth, S., Graham, L., Hjörne, E., Pijl , S. & Tomlinson, S. (2016). Special education and globalisation: Continuities and contrasts across the developed and developing world. Discourse: Studies in the cultural politics of education 37(4), 489-497
Gustavsson, K. & Hjörne, E. (2015). Friskolan en frizon för elever i behov av särskilt stöd? Inkludering, olikhet och specialpedagogik för alla. Pedagogisk forskning i Sverige 20(3-4) s. 273-292.
Hjörne, E. & Evaldsson, A-C. (2015). Disability identities and category work in
institutional practices: the case of ‘a typical ADHD girl’. I S. Preece (Ed.) Routledge Handbook of Language and Identity, /in press/. London: Routledge.
Mills, M. Riddell, S. & Hjörne, E. (2015). After exclusion what?. International Journal of Inclusive Education 19(6), 561-567.
Hjörne, E. & Säljö, R. (2013). Att platsa i en skola för alla – elevhälsa och förhandling om normalitet i den svenska skolan. Rev. edition. Lund: Studentlitteratur.