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Med fokus på samtal, i praktiken: - En kvalitativ analys av specialpedagogen (-s yrkesroll) ur ett handledande och konsulterande perspektiv.
Linköping University, Department of Behavioural Sciences and Learning.
Linköping University, Department of Behavioural Sciences and Learning.
2018 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Focusing on Communication, in Practise : - A Qualitative Study of Special Educational Needs Coordinator (´s role) from Supervisory and Consultatory Perspective (English)
Abstract [sv]

Syftet med studien har varit att undersöka vad några specialpedagoger verksamma inom grundskolan berättar om handledning och konsultation i skolan. Studien har genomförts utifrån kvalitativa semistrukturerade intervjuer med syfte att fånga informanternas berättelser, i enlighet med narrativ teori. Efter genomförandet av intervjuerna transkriberades, kodades och tematiserades dem, vilket utmynnade i olika teman och subteman i relation till syfte och frågeställningar. Resultatet visar att rollen som specialpedagog formas olika utifrån faktorer som styrdokument, utbildning, förväntningar, erfarenheter, personliga intressen och förutsättningar som ges i den egna verksamheten. Det kvalificerade samtalet skrivs fram som ett paraplybegrepp för studien och berättelserna kring detta samtalsbegrepp och begreppen handledning och konsultation, som rör avgränsningen för densamma, skiljer sig åt mellan informanterna. Det framkommer en tvetydig bild av definitionen av det kvalificerade samtalet likväl som uppfattningen och tolkningen av begreppen handledning och konsultation. Det är tydligt att specialpedagogens otydliga roll har en stark inverkan på vad informanterna berättar om handledning och konsultation då rollen formas, enligt studien, mycket efter personen som innehar rollen. För att vidareutveckla det kvalificerade samtalet som kraftfullt verktyg i praktiken skulle den pedagogiska handledningen med fokus på pedagogisk utveckling behöva diskuteras vidare. Vi ser också behovet av att säkerställa rektorers kunskap kring uppdraget, som ett led i att bereda plats för samtalsuppdraget i praktiken.

Abstract [en]

The purpose of the study has been to investigate what some Special Educational Needs Coordinators working in elementary school have to say about supervision and consultation at school. The study has been conducted on the basis of qualitative, semi-structured interviews with the purpose of capturing the informants' stories according to narrative theory. After undertaking the interviews, they were transcribed, encoded and thematized, which resulted in different themes and subthemes in relation to the purpose of the study as well as to our research- questions. The results show that the role of a Special Educational Needs Coordinator is formed differently, depending on factors such as; governing documents, education, expectations, experiences, personal interests and the current conditions in their individual workplaces. The qualified conversation is written as an umbrella term for the study and the stories about this concept of conversation and the concepts of supervision and consultation, concerning the boundaries, differ between the informants. There is an unclear picture of the definition of the qualified conversation, as well as the perception and interpretation of the concepts of supervision and consultation. It is evident that the Special Educational Needs Coordinator's unclear role has a strong impact on what the informants tell us about supervision and consultation as the role is formed, according to the study, mostly based on the person holding the role. In order to further develop the qualified conversation as a powerful tool in practice, pedagogical guidance focusing on educational development needs to be further discussed. We can also identify a need to ensure the headteacher's knowledge of the assignment, as part of preparing a place for the communication assignment in practice.

Place, publisher, year, edition, pages
2018. , p. 42
Keywords [en]
clinical supervision, supervision in schools, consultation, Special Educational Needs Coordinator.
Keywords [sv]
pedagogisk handledning, handledning i skolan, specialpedagogens yrkesroll, kvalificerade samtal, konsultation
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-148999ISRN: LIU-IBL/SPPED-A-18/17-SEOAI: oai:DiVA.org:liu-148999DiVA, id: diva2:1223264
Subject / course
Special Education Programme
Supervisors
Examiners
Available from: 2018-06-26 Created: 2018-06-25 Last updated: 2018-06-26Bibliographically approved

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  • apa
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