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Skolan som samhällsrepresentant: En intervjustudie om lärares erfarenhet gällande inkludering av elever med neuropsykiatriska funktionsnedsättningar.
Umeå University, Umeå School of Education (USE). Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
Umeå University, Umeå School of Education (USE). Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
2011 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
The school as a representative of society : An interview study regarding teachers' experience of including students with a neuropsychiatric disability. (English)
Abstract [sv]

Ämnet neuropsykiatriska funktionsnedsättningar valdes eftersom det är aktuellt inom skolans värld. Tidigare forskning har visat att lärares kompetens inom området ofta brister och att den svenska skolan inte alltid lyckas i att vara en skola för alla. Syftet med arbetet var att undersöka nio lärares erfarenhet gällande inkludering av elever med neuropsykiatriska diagnoser. Frågeställningarna var: Vilken kompetens har lärarna för att kunna inkludera diagnosticerade elever i sin undervisning och på vilka sätt har de erhållit den? Vilka möjligheter och hinder upplever lärarna att det finns i arbetet med inkludering av diagnosticerade elever? På vilka sätt anpassar lärarna sin undervisning för att elever med neuropsykiatrisk diagnos ska uppnå kursmålen? Kvalitativa intervjuer av nio informanter har utgjort metoden. Huvudresultatet har visat att lärare ansett sig sakna kunskap om NPF när de börjat jobba, de har erhållit kompetensen de besitter idag genom arbetet med elever som har en neuropsykiatrisk diagnos. En möjlighet lärarna upplever med att dessa elever inkluderas är att skolan blir en representant för hur samhället ser ut. Hinder kan vara ramfaktorer, främst tidsbrist. Anpassning av undervisning kan ske genom strukturerade lektioner med korta instruktioner, förlängd provtid och anpassade uppgifter. Undervisningen för elever med neuropsykiatriska funktionsnedsättningar skulle kunna förbättras genom att lärare får en större kunskap inom området och att de ges fler resurser, främst i form av tid och mindre klasser.

Abstract [en]

The topic of neuropsychiatric diagnoses was chosen because it is very current within the school today. Former research has shown that the competence of teachers very often tends to fail and the Swedish school does not succeed in being a school for everybody. The purpose of this thesis was to investigate nine teachers’ experience of inclusion of students with neuropsychiatric diagnoses. The problems were: What capability do the teachers have to include students with a diagnosis in their education and in what ways have they received it? What possibilities and what obstacles do the teachers believe there are with inclusion of students with diagnoses? In which ways do the teachers adjust their education in order to make the students with neuropsychiatric diagnoses achieve the goals of the curriculum? Qualitative interviews with nine informants have constituted the method. The main result has shown that the teachers have found themselves without knowledge within the neuropsychiatric area when they began their career, they have received the competence they possess today by working with students with neuropsychiatric diagnoses. Pros with inclusion of these students is that the school should be a representative of society as it really is, obstacles with inclusion may be lack of time and too large classes. Adjustment of the education might be done by structured classes with short instructions, extended time when writing tests and adjusted tasks. The conclusion is that teachers don’t get any education within this topic; instead they have to learn by themselves by trial and error. The education for students with neuropsychiatric diagnoses could improve by educating teachers and giving them better resources like time and smaller classes.

Place, publisher, year, edition, pages
2011. , 62 p.
Keyword [en]
special pedagogy, neuropsychiatric diagnoses, inclusion, teachers' competence
Keyword [sv]
specialpedagogik, neuropsykiatriska diagnoser, inkludering, lärares kompetens, högstadiet, gymnasiet
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-53440OAI: oai:DiVA.org:umu-53440DiVA: diva2:512200
Subject / course
Examensarbete för lärarexamen
Educational program
Lärarprogrammet
Uppsok
Social and Behavioural Science, Law
Available from: 2012-06-11 Created: 2012-03-26 Last updated: 2012-06-11Bibliographically approved

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Skolan som samhällsrepresentant(706 kB)754 downloads
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Type fulltextMimetype application/pdf

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Léonarde, IdaTossavainen, Kristin
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Citation style
  • apa
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  • nn-NB
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  • Other locale
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