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Åtgärdsprogram: En kritisk diskursanalytisk studie av åtgärdsprogram för yngre elever med stöd i sin läs- och skrivutveckling.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Action programme : A critical discourse analytical study of the action programme for younger students with support in their reading and writing skills. (English)
Abstract [sv]

Syftet med studien var att undersöka hur behov och åtgärder i ämnet svenska beskrevs i några åtgärdsprogram upprättade för elever i årskurserna 1-3.

 

Frågeställningarna handlade om hur lärare beskrev elevens behov av stöd och efterföljande åtgärder.

 

För att besvara frågeställningarna har kritisk diskursanalys använts. Empirin till undersökningen var fjorton åtgärdsprogram från tre olika kommuner. Till hjälp för analys av resultat har de specialpedagogiska perspektiven använts som teoretisk modell.

 

Det sammantagna resultatet visade att elevens behov vid flera av de granskade åtgärdsprogrammen framställdes som om eleven var bärare av sina problem, eller att eleven behövde träna mer. Behoven framställdes också som om eleven behövde liten grupp eller en resursperson. Åtgärder beskrevs utifrån att eleven var en passiv mottagare av åtgärden. De flesta åtgärderna var åtgärder på individnivå. Speciallärare framstod som åtgärd i flera av de granskade åtgärdsprogrammen. I några åtgärdsprogram var åtgärden beskriven på organisationsnivå, åtgärderna handlade om att lärarna behövde hitta andra arbetssätt.

 

Sammanfattningsvis utkristalliserades sex olika diskurser, inkluderande diskurs, exkluderande diskurs, pedagogisk diskurs, eleven som problembärande diskurs, akademisk diskurs och kunskapsdiskurs. Flera av diskurserna hör hemma i den traditionella skolan och det kompensatoriska perspektivet. Dock gjordes några diskurser synliga som hör hemma i det kritiska perspektivet, exempelvis inkluderande diskurs, där görs kopplingar till politiska dokument såsom Barnkonventionen och Salamancadeklarationen. En intressant slutsats är att flera diskurser handlade om specialläraren, med hjälp av dilemmaperspektivet påvisades att diskursen kan bli problematiskt beroende på hur vi ser på specialläraren som profession. 

Abstract [en]

The purpose of the study was to examine how the work with special support in the subject Swedish is described in some action programme established for students in grades 1-3.

 

The paper’s questions were about how teachers described the student’s need for support and the following actions.

 

Critical discourse analysis was used to answer the questions. The empirical data for the study were fourteen action programmes from three different municipalities. To help in the analysis of the results, the special education perspective as a theoretical model was used.

 

The combined results showed that the student’s needs at several of the reviewed action programmes were presented as if the student was carrying his problems, or that the student needed to train more. The needs were also presented as if the student needed a small group or an assistant. Actions were described on the basis that the student was a passive recipient of the actions. Most of the actions were on an individual level. Special needs teachers were presented as actions in several of the reviewed action programmes. In some action programmes the actions were described on an organizational level. The measurements used were focused on the teachers where they needed to find other ways of working.

 

In conclusion, five different discourses emerged; inclusive discourse, excluding discourse, pedagogic discourse, student as the problem bearer, knowledge discourse and academic discourse. Several of the discourses belong in the traditional school and the compensatory perspective. However, there were some discourses revealed that belong in the critical perspective, such as including discourse where connections can be made to political documents such as the child convention and Salamanca declaration. One interesting conclusion is that many discourses were about the special needs teacher, with the help of the dilemma perspective the study shows that the discourse can be problematic depending on how we view the special needs teaching as a profession.

Place, publisher, year, edition, pages
2017. , p. 37
Keywords [en]
Action programme, discourses, documentation, special education perspective, critical discourse analysis.
Keywords [sv]
Åtgärdsprogram, diskurser, dokumentation, specialpedagogiska perspektiv, kritisk diskursanalys.
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:kau:diva-48076OAI: oai:DiVA.org:kau-48076DiVA, id: diva2:1078548
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Language, Writing and Reading Skills (90 ECTS credits)
Supervisors
Examiners
Available from: 2017-03-08 Created: 2017-03-05 Last updated: 2017-03-08Bibliographically approved

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CiteExportLink to record
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Citation style
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