En gymnasieskola för alla ungdomar?: En fallstudie ur ett specialpedagogiskt perspektiv
Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
In this qualitative case study, I have investigated what underlies the organization of the special educational needs resources at upper secondary school level. The purpose of my study is to identify and analyze how a Swedish upper secondary school organises and uses its special educational needs resources, and the effect this usage has on the development of “a school for all”. The research questions guiding my study were the following: 1) How are the special educational needs resources organized at school level? 2) What signifies the way the special needs pedagogue and the teachers work together to help students in need of extra support? 3) What chances are there for the specialneeds pedagogue to work towards the development of a more inclusive school? The first part of my study consisted of a study of documents, such as protocols from teachers’ meetings about students in danger of failing their studies. The second part consisted of semi-structured interviews with three teachers and the special educational needs pedagogue of the school. One important finding of my study is that the more traditional view of the role of the upper secondary school among some teachers makes the school provide exclusive support in certain subjects. This organization of the special needs resources is not challenged, but rather seen as a given by teachers and special needs pedagogue alike. Another finding is that a heavy workload prevents the special needs pedagogue from helping teachers develop more inclusive teaching methods.
Place, publisher, year, edition, pages
2015. , 36 p.
special educational needs, special needs pedagogue, resources, inclusion
IdentifiersURN: urn:nbn:se:umu:diva-105767OAI: oai:DiVA.org:umu-105767DiVA: diva2:828087
Subject / course
Special Edcation Programme