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Olika sätt att lära-olika sätt att undervisa: En studie om undervisning av elever som har intellektuell funktionsnedsättning och Autism spectrum disorder
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2017 (Swedish)Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
Abstract [sv]

 

Syftet med den här studien är att undersöka hur några lärare kan arbeta med att utveckla undervisningen i grundsärskolan för att ge eleverna möjligheter att utvecklas i läsning. För att ta reda på det har jag genomfört en Learning study. Jag har sedan analyserat resultatet med hjälp av Variationsteori. Det sammantagna resultatet visar att det gynnar eleverna om undervisningen varieras utifrån elevernas sätt att förstå och uppfatta det som eleven ska lära sig. I studien framkommer att visuellt stöd och digitala verktyg kan öka elevernas möjligheter att utvecklas i läsning. Studien samt tidigare forskning visar att undervisningen bör utgå från att eleven ska lära sig både ordbilder och enskilda bokstavsljud. Lärare som deltagit i studien efterlyser ytterligare kompetens för att kunna använda digitala verktyg i undervisningen samt hur undervisningen kan utformas för att träna den fonologiska medvetenheten. 

Abstract [en]

 

The aim of this study is to investigate how some teachers can work to elaborate teaching to provide student with intellectual disabilities and autism spectrum disorder opportunities to develop reading skills. To find out, I have completed a Learning Study. I have then analyzed the result using Variation Theory. The overall result shows that it benefits the students if the teaching is varied based on the students' ways of understanding and perceiving what the student will learn. The study found that visual support and digital tools can increase students' ability to develop in reading. The study and previous research show that the teaching should include that the student should learn both word images and individual letter sounds. The teachers who participated in the study require further skills in order to be able to use digital tools in teaching as well as how teaching can be designed to practice phonological awareness.

Place, publisher, year, edition, pages
2017. , p. 47
Keywords [en]
Special classes in Elementary school, intellectual disabilities, autism, teaching, reading, digital tools
Keywords [sv]
Grundsärskola, intellektuell funktionsnedsättning, autism, undervisning, läsning, digitala verktyg
National Category
Humanities and the Arts Social Sciences
Identifiers
URN: urn:nbn:se:kau:diva-55147OAI: oai:DiVA.org:kau-55147DiVA, id: diva2:1111364
Subject / course
Special Education; Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual challenges (90 ECTS credits); Special Teacher Education Programme: Mental and Intellectual challenges (90 ECTS credits)
Presentation
2017-06-16, 21:11 (Swedish)
Supervisors
Examiners
Available from: 2017-06-28 Created: 2017-06-18 Last updated: 2017-06-28Bibliographically approved

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CiteExportLink to record
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