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Stödinsatser: Gymnasielärares erfarenheter
Umeå University, Faculty of Social Sciences, Department of Education.
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Supportive actions : Upper secondary school teachers' experiences (English)
Abstract [sv]

Studiens utgångspunkt var skollagens bestämmelser sedan år 2014 om att stöd till elever kan ges i form av extra anpassningar och särskilt stöd (Prop.2013/14:160; SFS 2010:800. Enligt gymnasieutredningen behövs mer kunskap kring den praktiska tillämpningen av dessa bestämmelser (SOU 2016:77). Studiens syfte var att beskriva och analysera hur lärare upplever arbetet med stödinsatser för gymnasieelever. Som metod för datainsamling valdes kvalitativa intervjuer och tio lärare intervjuades. Lärarna uttryckte att extra anpassningar ansvarar ordinarie lärare för och de består exempelvis av uppläst material samt anpassade läromedel och uppgifter. Som särskilt stöd uppgavs bland annat stödundervisning utanför den ordinarie undervisningen. Resultatet visade att de två skolorna där lärarna arbetar skiljer sig bland annat genom organiseringen av stödundervisning. Studien fann att relationer och kommunikation mellan elever och lärare samt lärare och övrig skolpersonal är betydelsefulla faktorer i arbetet kring stödinsatser.

Abstract [en]

The starting point of this study is the regulations in the Swedish Education Act of 2014 about how support for students can be given in the form of extra adaptations and special support (Prop.2013/14:160; SFS 2010:800). According to a survey about the Swedish upper secondary school, there is a need for more knowledge on the practical application of these regulations (SOU 2016:77). The aim of this study was to analyze and describe how teachers perceive the work with supportive actions for students in upper secondary schools. As a method for data collection, qualitative interviews were chosen and ten teachers were interviewed. The teachers stated that the responsibility for extra adaptations lies with regular teachers and mentioned examples of adaptation such as access to read material and adjusted study material and tasks. Special support was mentioned, among other things, as a support for teaching outside of the regular teaching. The result showed that one difference between the two schools where the teachers work is the organization of this support teaching. The study found that relationships and communication between students and teachers, and as well as between teachers and other school staff, are important factors in the work around suppoortive actions.

Place, publisher, year, edition, pages
2018. , p. 46
Keywords [en]
Supportive actions, extra adaptations, special support, teacher, upper secondary school
Keywords [sv]
Stödinsatser, extra anpassningar, särskilt stöd, lärare, gymnasiet
National Category
Social Sciences Educational Sciences Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-156480OAI: oai:DiVA.org:umu-156480DiVA, id: diva2:1289403
External cooperation
Anonym
Educational program
Special Edcation Programme
Available from: 2019-02-18 Created: 2019-02-18 Last updated: 2019-06-03Bibliographically approved

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CiteExportLink to record
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