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Berättelser om oro och om änglar i skolan: Vårdnadshavares levda erfarenhet av att ha ett barn i grundsärskola och i gymnasiesärskola
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Abstract

The aim of this study is to contribute knowledge of guardian´s experience of having a child in compulsory- and upper secondary school for learning disabilities. Research questions:

  • How do guardians describe their lived experience of the phenomenon of having a child placed in the compulsory- and upper secondary school for learning disabilities?

  • How do guardians describe the relationship between home and school?

Research indicates a multifaceted complexity characterized by high level of stress among guardians of children diagnosed with intellectual disabilities (ID). Attitudes from the society in whole towards people with ID have a major impact. My study has a phenomenologically inspired approach, that aims to access and understand the phenomenon by addressing the source, the guardians. I have interviewed three guardians and learned stories from their existential worlds. They show faith in school, but also anxiety from complex situations that they are faced with. It is important that teachers in schools for pupils with ID are aware of these feelings when meeting the guardians, since they are important to build good cooperative relationships between school and home. Successfulness is based on good relationships and for this to occur, an understanding of the situations of the guardians is required.

Keywords

cumpulsory school for learning disabilities, upper secondary school for learning disabilities, guardians, phenomenology, lived experience, relationship between home and school, intellectual disability, ID.

Abstract [sv]

Sammanfattning

Syftet med detta examensarbete är att bidra med kunskap om vårdnadshavares levda erfarenhet av att ha ett barn i grundsärskolan och gymnasiesärskolan. Forskningsfrågor:

  • Hur beskriver vårdnadshavare sin levda erfarenhet av fenomenet att ha sitt barn placerat i grundsärskolan och gymnasiesärskolan?

  • Hur beskriver vårdnadshavare relationen mellan hem och skola?

Forskning visar på en mångfasetterad komplexitet som kännetecknas av en hög stressnivå hos vårdnadshavare till barn med intellektuell funktionsnedsättning (IF). Omgivningens inställning till personer med IF har stor påverkan. Min studie har en fenomenologiskt inspirerad ansats vilket syftar till att förstå fenomenet genom att gå till källan, vårdnadshavarna. Jag har intervjuat tre vårdnadshavare och tagit del av berättelser från deras livsvärldar. I deras berättelser visar sig en tillit till skolan men också starka känslor i form av oro, frustration och komplexa situationer att förhålla sig till. Detta tolkar jag som en form av stress. Dessa känslor och erfarenheter behöver speciallärare i grundsärskolan och gymnasiesärskolan vara medvetna om i mötet med vårdnadshavare. Dessa möten är en viktig komponent som bygger samarbetet mellan hem och skola. Ett bra samarbete grundar sig i goda relationer och för att dessa ska uppstå krävs en förståelse för vårdnadshavarens situation.

Nyckelord

Grundsärskola, gymnasiesärskola, vårdnadshavare, fenomenologi, levda erfarenheter, relation mellan hem och skola, intellektuell funktionsnedsättning, IF.

Place, publisher, year, edition, pages
2018. , p. 39
Keywords [en]
cumpulsory school for learning disabilities, upper secondary school for learning disabilities, guardians, phenomenology, lived experience, relationship between home and school, intellectual disability, ID
Keywords [sv]
Grundsärskola, gymnasiesärskola, vårdnadshavare, fenomenologi, levda erfarenheter, relation mellan hem och skola, intellektuell funktionsnedsättning, IF
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-68272OAI: oai:DiVA.org:kau-68272DiVA, id: diva2:1229554
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual challenges (90 ECTS credits)
Supervisors
Examiners
Available from: 2018-07-03 Created: 2018-07-01 Last updated: 2018-07-03Bibliographically approved

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