Fokus på kunskap!: Att arbeta utifrån Läroplan för grundsärkolan 2011
Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
The Swedish compulsory school for pupils with intellectual disabilities has in previous research (SOU 2004: 98, Skolinspektionen 2010) been criticized for not being sufficiently focused on pupils' progress concerning knowledge. In 2011, the school got a new curriculum to remedy this. The aim of this study tries to understand what the current curriculum – Lgrs 11 can mean for compulsory school for pupils with intellectual disabilities practice, by examining teachers' perceptions and experiences of using it in their practice. The study was conducted using a qualitative approach and the results have been settled by means of semi-structured interviews with five teachers who teach pupils with intellectual disabilities. The results indicate that implementation efforts of new curricula take a lot of time, since how using Lgrs 11, looked very different. The results also indicate that some of the teachers put a lot of time trying to assimilate the new knowledge requirements. They develop structures for planning lessons and assessment. The results also indicate that another part of the teaching staff continues their practice as they always did, without appreciably let the work be affected by Lgrs 11. All teachers in the study express, however, that Lgrs11 acts as a support for them at work.
Place, publisher, year, edition, pages
2015. , 26 p.
Special education, intellectual disabilities, curriculum, organization, evaluation
IdentifiersURN: urn:nbn:se:umu:diva-105896OAI: oai:DiVA.org:umu-105896DiVA: diva2:838607
Subject / course
Postgraduate Diploma in Special Needs Training