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Specialpedagogiska perspektiv som framträder i åtgärdsprogram: En studie av åtgärdsprogram för elever som är i läs- och skrivsvårigheter
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Specialpedagogical perspectives emerging in action programs : A study of action programs for students in reading and writing difficulties (English)
Abstract [en]

The goal of this study is to analyze a number of IEP: s in order to determine how these are constructed for students with read and write difficulties. In order to do so, I am going to analyze some action programs to determine which special educational theory that is the most common, based on the theories of Claes Nilholm. My questions are as follows: How the needs of the students receiving support are described, from a certain theoretical perspective and finally, is there an overall view that can be derived from this.

For this study, I used qualitative content analysis when analyzing the IEP: s. The research showed that the most common theory used, describing both different actions and different needs, was the Categorical Perspective. A Perspective which puts the problem within the pupil itself and not as an environmental or social issue.

Overall, the Categorical Perspective was also the most common perspective that could be seen throughout the action programs. Does this mean that the Categorical Perspective is generally used within schools? The study shows that there seems to be a semantic mix-up where the authors of action programs sometimes describe special adaptations, not actions, within the action programs, using a Categorical Perspective.

Furthermore, there is The Dilemma Perspective that describes when there is a conflict between The Categorical and it´s counterpart, The Critical Perspective. Although this Dilemma Perspective does not show as much in the analysis, One can argue that there is always a dilemma when conflicts over resources arise.   

Place, publisher, year, edition, pages
2018. , p. 38
Keywords [en]
Action program, special educational perspective, elementary school F-6, text analysis, reading and writing difficulties.
Keywords [sv]
Åtgärdsprogram, specialpedagogiska perspektiv, grundskola F-6, textanalys, läs och skrivsvårigheter
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-68334OAI: oai:DiVA.org:kau-68334DiVA, id: diva2:1230438
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Language, Writing and Reading Skills (90 ECTS credits)
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Examiners
Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2018-07-03Bibliographically approved

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