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Specialpedagogens yrkesroll i förskolan och grundskolans tidigare år
Umeå University, Faculty of Social Sciences, Department of Education.
2015 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [sv]

Syftet med studien var att undersöka specialpedagogens yrkesroll i förskola och grundskolas tidigare år, och få en djupare förståelse för hur arbetet med barn i behov av särskilt stöd ser ut ur ett specialpedagogiskt perspektiv. Studien tar även upp om yrkesrollen skiljer sig åt i de olika verksamheterna. Undersökningen är baserad på en kvalitativ forskningsmetod, där intervjuer är underlaget för resultatet. Intervjuerna genomfördes med åtta specialpedagoger, fyra som arbetar mot förskolan samt fyra som arbetar mot grundskolans tidigare år. Intervjuerna fokuserade på specialpedagogens yrkesroll och arbetet med barn i behov av särskilt stöd. Det som framkom i resultatet var att specialpedagogerna som arbetade mot förskolan övervägande hade handledning som sin främsta arbetsuppgift. I grundskolan så var yrkesrollen mer riktad till individuellt arbete med elever i behov av särskilt stöd. De slutsatser som är dragen i den här studien är att yrkesrollen varierade mellan förskola och grundskola men även mellan samma skolverksamhet. I analysen av vilket specialpedagogiskt perspektiv som verksamheterna arbetar efter så var det både den kategoriska och det relationella perspektiven som framkom varav i förskolan kunde ett relationellt perspektiv ses som mer framträdande.

Abstract [en]

The purpose of this study was to investigate the special education profession in preschool and primary school in previous years, and gain a deeper understanding of how work with children with special needs looks from a special educational perspective. The study also discusses about the professional role differ in the various activities. The study is based on a qualitative research method, where interviews are the basis for the result. The interviews were conducted with eight special education teachers, four working toward preschool and four working against early school years. The interviews focused on special education professional role and work with children with special needs. What emerged in the results was that special educators working toward preschool consideration had been tutoring as its primary task. In elementary school, it was the professional role more targeted to individual work with students in special needs and special assistance. The conclusion that are drawn in this study is that the professional role varied between preschool and elementary school but also between the same schools activities. In the analysis of any special educational perspective in preschool and elementary school was both the categorical and relational perspectives that emerged, which in preschool could be a relational perspective is seen as more prominent.

Place, publisher, year, edition, pages
2015. , 39 p.
Keyword [en]
Special Education, Special support, Tutoring, Special Education Perspective
Keyword [sv]
Specialpedagogik, Särskilt stöd, Handledning, Specialpedagogiska perspektiv
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-105716OAI: oai:DiVA.org:umu-105716DiVA: diva2:827779
Subject / course
Examensarbete Specialpedagogprogrammet
Educational program
Special Edcation Programme
Available from: 2015-06-29 Created: 2015-06-29 Last updated: 2015-06-29Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf