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Umeå University, Faculty of Arts, Department of language studies.
2015 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Reading and writing disabilities and assistive tools of everyday life at school (English)
Abstract [en]

The purpose of this study was to investigate how two students at intermediate level in reading and writing disabilities and two special education teachers perceive the use of assistive tools in school. The questions used to answer the purpose was how assistive tools are used based on students´ perceptions, the purposes for which assistive tools are used based on special education teachers´ perceptions, what opportunities and/or barriers pupils and special education teachers experiences with assistive tools and how it works when assistive tools are implemented based on students´ and special education teachers´ perceptions. Data were collected by interviews. The results show that the assistive tools are mainly used for writing assignments and to “read-with-ears”, primarily to facilitate the learning process in the classroom. Assistive tools may also have a positive effect on students´ motivation. However, it is important that the assistive tools are modern – it can be crucial for their use.

Place, publisher, year, edition, pages
Keyword [sv]
Tekniskt stöd, kompensatoriska hjälpmedel, motivation, specialundervisning, mellanstadieelever.
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-98995OAI: diva2:784898
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Available from: 2015-01-31 Created: 2015-01-31 Last updated: 2015-01-31Bibliographically approved

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fulltext(1121 kB)140 downloads
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File name FULLTEXT01.pdfFile size 1121 kBChecksum SHA-512
Type fulltextMimetype application/pdf

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Nilsson, Monica
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Department of language studies
Pedagogical Work

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