Øyvind Snipstad

• Snipstad, Øyvind Ibrahim Marøy & Jevne, Kjersti Wessel (2026). The Meaning of Care. I Snipstad, Øyvind Ibrahim Marøy & Hvidsten, Bente I. Borthne (Red.), Navigating Contested Perspectives in Special Education. Routledge. ISSN 9781003652656. s. 75–89. doi: 10.4324/9781003652656-7. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy; Lindblom, Anne; Syversen, Kristina Brodal & Hvidsten, Bente I. Borthne (2026). Introduction. I Snipstad, Øyvind Ibrahim Marøy & Hvidsten, Bente I. Borthne (Red.), Navigating Contested Perspectives in Special Education. Routledge. ISSN 9781003652656. s. 1–12. doi: 10.4324/9781003652656-1. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy & Hvidsten, Bente I. Borthne (2026). Conclusion. I Snipstad, Øyvind Ibrahim Marøy & Hvidsten, Bente I. Borthne (Red.), Navigating Contested Perspectives in Special Education. Routledge. ISSN 9781003652656. s. 186–189. doi: 10.4324/9781003652656-16. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2025). Personal assistance for young people vs. The Independent Living ideology: a vulnerability paradox. Nordic Social Work Research. ISSN 2156-857X. doi: 10.1080/2156857X.2025.2610007. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy; Bakke, Ingrid Bårdsdatter; Jynge, Julie Sikin Bhanji & Vibeto, Håvard Andreas (2024). Young Gamers Outside Education, Employment or Training: Translating Computer Gaming Skills to Job Relevant Competencies. I Kilså, Kristine & Basaiawmoit, Rajiv Vaid (Red.), Proceedings of the18th European Conference onGames Based Learning. Academic Conferences International Limited. ISSN 9781917204200. s. 1061–1064. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy & Vik, Stine Elisabeth (2023). User-Controlled Personal Assistance for Children— Does the Independent Living Ideology Translate to the Lived Life of Children and Youth with Disabilities? Scandinavian Journal of Disability Research. ISSN 1501-7419. 25(1), s. 363–377. doi: 10.16993/sjdr.931. Fulltekst i vitenarkiv Vis sammendrag

  In Norway, user-controlled personal assistance (UPA) is a right for children under the age of 18. Based on the independent living (IL) ideology, the intention of UPA is to provide the person with user control, independence and more. However, in order to receive UPA, minors need an external actor to be formally in charge. Through a qualitative approach, this article discusses whether the ideological principles governing UPA can be utilised as intended in families where the parent is expected both to care for and protect the child as well as act as an administrator providing opportunities for the child to enjoy the IL principles. The findings in this article suggest that there may be a need to revise the ideological framework in order to better encompass the reality of childhood. Instead of full user control at present, UPA could be a viewed as an empowering tool in the process towards future independence.

• Hausstätter, Rune & Snipstad, Øyvind Ibrahim Marøy (2022). Om empiriske nivåer i forskning på inkludering. Nordisk tidsskrift for pedagogikk og kritikk. 8, s. 141–155. doi: 10.23865/ntpk.v8.3414. Fulltekst i vitenarkiv Vis sammendrag

  Dette er en drøftingsartikkel som reiser spørsmål ved legitimitetsgrunnlaget for empirisk forskning innen inkluderingsfeltet. Det empiriske feltet blir delt inn i to hovednivåer: makronivå og mikronivå. Empirisk forskning på makronivå kan legitimeres ut fra politiske målsettinger og standarder, men empirisk forskning på mikronivå kan ikke søke tilsvarende legitimitet. Tre casestudier med data både på makro- og mikronivå blir presentert som grunnlag for en drøfting rettet særlig mot grunnlaget for empirisk forskning på mikronivå. Gjennom disse casene blir det argumentert for at empirisk forskning på mikronivå møter et legitimitetsproblem, og derfor har begrenset relevans for inkluderingsforskningen. I enkelte tilfeller kan forskning på mikronivå undergrave målsettingen om å skape et inkluderende utdanningssystem. Avslutningsvis blir det imidlertid pekt på nødvendigheten av å bruke forskning på mikronivå for å legitimere og videreutvikle teoretiske og praktiske implikasjoner for forskning på makronivå innen inkluderingsfeltet.

• Sørås, Emilie & Snipstad, Øyvind Ibrahim Marøy (2021). Maintaining subjectivity under coercion: Former patients’ experiences of being transformed into an object in psychiatric care. Theory & psychology. ISSN 0959-3543. 31(6), s. 932–949. doi: 10.1177/09593543211034231. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Coercion in psychiatric care may cause long-term negative effects such as trauma, reluctance to seek later treatment, as well as erosion of self-confidence and trust in one’s own feelings and thoughts. Based on data from a previous study and the theoretical framework developed by Hans Skjervheim, this article discusses how experiences with coercion may appear as a result of how the patients are approached and defined when involuntarily admitted. If patients admitted to involuntary psychiatric care are treated as objects they might respond by objectifying the professionals back or succumbing to the descriptions of themselves as sick. The latter may ultimately cause them to question their own sanity. In light of this, this paper argues that there is a need for an ongoing ethical discussion on how to find common ground between patients and health care workers, where both are viewed as subjects with knowledge and opinions worthy of respect. Keywords coercion, objectivism, patient experiences, psychiatry, subjectivity

• Snipstad, Øyvind Ibrahim Marøy (2020). Concerns regarding the use of the vulnerability concept in research on people with intellectually disability. British Journal of Learning Disabilities. ISSN 1354-4187. doi: 10.1111/bld.12366. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2019). Inclusive education: ‘making up’ the normal and deviant pupil. Disability & Society. ISSN 0968-7599. 35(7), s. 1124–1144. doi: 10.1080/09687599.2019.1680342. Fulltekst i vitenarkiv Vis sammendrag

  Inclusion entered the discourse of education in order to challenge the conceptions of the normal and the deviant pupil. A socially oriented inclusive discourse implies that schools should not focus their attention on certain defined groups of pupils but instead on how educational institutions themselves are able to meet the needs of all learners. Drawing on philosopher Ian Hacking, this article focuses on the category ‘intellectual disability’ and how those categorised as such construct themselves, their behaviour and actions in relation to the descriptions available to them in their surroundings. Based on empirical data gathered from a boy (Bruno) diagnosed as intellectually disabled, this article discusses how an education that meets learners with high ambitions and expectations in relation to their educational potential may affect the pupil in ways that are enabling in relation to normative demands of education and society at large.

• Snipstad, Øyvind Ibrahim Marøy (2018). Framing inclusion: intellectual disability, interactive kinds and imaginary Companions. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2018.1511759. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2018). Democracy or fellowship and participation with peers: what constitutes one’s choice to self-segregate? European Journal of Special Needs Education. ISSN 0885-6257. doi: 10.1080/08856257.2018.1520493. Fulltekst i vitenarkiv Vis sammendrag

  Democracy in an inclusive discourse in education relates to all children’s rights to comment upon and influence matters concerning their interest in education. The article’s empirical data are based on a girl categorised with intellectual disability who through her surroundings is granted the right to influence her physical placement in school, which results in her often choosing to segregate herself from the fellowship with peers. This creates a dilemma for the school, which is faced with the question of overruling her decision in favour of other aspects of inclusion such as fellowship and participation or to continue supporting her decision to segregate. Based on theoretical contributions by Ian Hacking and Lev Vygotskij, this article discusses how schools and teachers approach children that are categorised as intellectually disabled and how the category influences the construction of their identity. Further, constructions of identity govern how the child views themselves and their surroundings. How they understand themselves in relation to the context and situations they are part of will ultimately affect what needs, wishes and compensation strategies the child develops. Studying the structures at play might contribute to further understanding about what causes a child to decide in a manner that conflicts with dimensions of inclusion.

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• Snipstad, Øyvind Ibrahim Marøy & Hvidsten, Bente I. Borthne (2026). Navigating Contested Perspectives in Special Education. Routledge. ISBN 9781003652656. 194 s. doi: 10.4324/9781003652656. Fulltekst i vitenarkiv

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• Snipstad, Øyvind Ibrahim Marøy (2026). Unge gamere utenfor arbeid og utdanning: Hvordan relasjonelle modellen for funksjonshemming bidrar til økt innsikt til utenforskap i arbeid. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2026). Navigating contested perspectives in special education: promoting dialogue between different positions for the benefit of students. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2025). Fremtidens kommuner: Om spill, stigma og struktur - ny vei inn i arbeidslivet for unge. [Radio]. Spotify. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel & Snipstad, Øyvind Ibrahim Marøy (2025). The Meaning of Care in Special Education. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2024). Independent Living vs. Brukerstyrt Personlig Assistanse til Barn. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy; Lindblom, Anne & Syversen, Kristina Brodal (2024). Dialogues in Special Education: Navigating Contradictory Perspectives in Special Education. Fulltekst i vitenarkiv
• Bakke, Ingrid Bårdsdatter; Snipstad, Øyvind Ibrahim Marøy & Jynge, Julie Sikin Bhanji (2024). Young gamers outside education, employment or training: how can we work with skills and competencies from gaming, and make them into assets that enhance their employability. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2024). Tester om gaming­ferdigheter kan hjelpe unge voksne inn i jobb. [Internet]. NRK . Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2024). – De må få satt ord på det de kan. [Internet]. Høgskolen i Innlandet . Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2024). Ungt Utenforskap i Arbeid. Fulltekst i vitenarkiv
• Ekern, Ingrid Danielsen & Snipstad, Øyvind Ibrahim Marøy (2024). Jon Erlend (29) gikk rett fra gaming til fast jobb. [Journal]. Hamar Arbeiderblad. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy & Stine, Vik (2021). Brukerstyrt Personlig Assistanse - Makt, Likestilling og Selvbestemmelse gjennom assistert arbeidsledelse. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2020). Perspektiver på hvordan utdanningen konstruerer funksjonshemmede elever. Spesialpedagogikk. ISSN 0332-8457. s. 36–44. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2019). Inclusive education and the construction of the ‘normal’ pupil. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2018). Framing Inclusion: Intellectual Disability, Interactive Kinds and Imaginary Companions. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2018). Framing Inclusion: Intellectual Disability, Interactive Kinds and Imaginary companions. Fulltekst i vitenarkiv
• Snipstad, Øyvind Ibrahim Marøy (2019). Ways to be a person : how schools contribute to 'making up' intellectually disabled pupils. Høgskolen i Innlandet. ISSN 9788283801255. Fulltekst i vitenarkiv

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