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Förutsättningar för elevinflytande i grundsärskolan: Tillit, lyhördhet och vilja
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2017 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [en]

The curricula that defines special needs education in Swedish grammar schools states that students with intellectual disabilities should be given the possibility to participate in the planning and shaping of teaching and learning activities. The purpose of the study is to examine conditions regarding special needs students’ influence and how this influence is mediated. The focus of the study is subject based classroom situations. The method for collecting data has been observations. The empirical data consists of around 16 hours of video recordings, in addition to field notes. The observations took place in two special schools and all together 10 pupils, 5 teachers, and two student assistants participated. The theoretical framework is based on sociocultural theory with a specific focus on mediation. By using the theoretical terms object and subject positioning, the study also focuses on how teachers and students position themselves and each other. The results show that the students with intellectual disabilities are given opportunities for influence, but not very frequently.  

The most important mediating factors to promote influence are the teachers´ trust in the students´ abilities and skills, and the teacher’s keen responsiveness to the students’ expressed personal will. Influence is mediated both through the possibilities of participation that teachers offer, and the teachers’ affirmation of the students’ requests. Furthermore, the study shows that students are more likely to gain influence in one-to-one meetings with the teacher, where the focus is on the student’s individual interests and preferences. In order to provide increased levels of influence to all students with intellectual disabilities, teachers need to plan the education with focus on democratic processes.

Abstract [sv]

I denna licentiatuppsats studeras förutsättningar för elevers inflytande i grundsärskolan och hur detta inflytande medieras i klassrumsinteraktionen i situationer med olika kunskapsinnehåll. Elevernas och lärarnas interaktion i klassrummet studeras genom videoobservationer. Studien utgår från ett sociokulturellt perspektiv.

Studiens resultat visar att elevinflytande sker på två sätt, dels genom att läraren erbjuder inflytande, dels genom att eleverna uttrycker en önskan om inflytande. När lärarna erbjuder inflytande blir deras tillit till elevernas förmågor och kunskaper en resurs som medierar för inflytande. Elevernas vilja att använda det inflytande som erbjuds blir också medierande resurser. När eleverna själva uttrycker sina önskemål blir såväl samma medierande resurser synliga som lärares lyhördhet inför elevernas vilja. När eleverna önskar inflytande använder de sig av tre strategier: igenkänning, motstånd och självständighet. De artefakter som finns fysiskt tillgängliga i klassrummet möjliggör för ett ökat elevinflytande.

Uppsatsens kunskapsbidrag handlar om lärares och elevers tillit, lyhördhet och vilja som förutsättningar för elevinflytande. Ökad kunskap om och förståelse för klassrumsinteraktionens betydelse kan bidra till ett stärkt inflytande för elever i grundsärskolan.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017. , 121 p.
Series
Karlstad University Studies, ISSN 1403-8099 ; 2017:31
Keyword [en]
students influence, intellectual disability, special school, student, mediated, classroom research
Keyword [sv]
elevinflytande, intellektuell funktionsnedsättning, grundsärskolan, mediering
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-62687ISBN: 978-91-7063-807-7 (print)ISBN: 978-91-7063-903-6 (electronic)OAI: oai:DiVA.org:kau-62687DiVA: diva2:1133696
Presentation
2017-10-06, 9C 203 (Nyqvistsalen), Universitetsgatan 2, Karlstad, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2017-09-14 Created: 2017-08-16 Last updated: 2017-09-14Bibliographically approved

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