Utopi eller verklighet?: Speciallärares och specialpedagogers uppfattningar av arbetet med barn i behov av särskilt stöd utifrån den nya skollagen
Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Utopia or reality? : SEN teachers´ ideas of working with children with special needs based on the new Education Act (Swedish)
The aim of this study was to explore the perceptions of teachers with special education skills, as the mission is described in the current policy document and the teachers were also asked to portray their own work in Primary School. I wanted to explore how teachers on a local municipal level working on these issues in relation to the national policy that sets the framework for activities in school work. The following questions were addressed: (1) how do teachers with special education skills in primary education initiate, carry out and complete a report on special needs, from discovery of the problems to the final report (2) how do teachers with special education skills in primary school describe the work and the support given to children with special needs?
A qualitative method was emploued. Five special needs teachers from five different schools were interviewed and in the qualitative data analysis I explored themes in the teachers’ statements, in the transcribed interviews. The responses were categorized to uncover patterns of reasoning. The study shows that all teachers felt that their work was inclusive. The interviews showed that solutions actually were either distinctive or in some cases integrated, but not inclusive. One school is stood out in comparison with others as they primarily looked for organizational solutions. If the organizational solutions did not pay off, they turned to personalized solutions. The other schools had only personalized solutions. The study showed that all teachers interpreted the Education Act differently when it came to applicable special support and special reasons to have remedial classes or private instruction. At the school, where they primarily searched for organizational solutions, they had had recurrent meetings in the team and together with the principal where reasoning about what the new Education Act stood for and how it could be interpreted. A consequence of this was that through reflection and open discussion of the Education Act, the awareness of the contents in the Act was raised and, in this case, resulted in more of organization solutions. Key findings were that when the solutions were tied to the individual, the schools will not be an inclusive school, in accordance with the Education Act. Instead there will be a school where we place students into the school instead of changing the organization to fit the student. To reduce exclusion and increase inclusion, in particular to enable schools to work in accordance with the Education Act and its intentions, reflective discussions are needed.
Place, publisher, year, edition, pages
Inclusion, exclusion, policy document, discourse, primary school, special needs education.
IdentifiersURN: urn:nbn:se:umu:diva-66466OAI: oai:DiVA.org:umu-66466DiVA: diva2:606891
Subject / course
Postgraduate Diploma in Special Needs Training
UppsokSocial and Behavioural Science, Law