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Framgångsrik undervisning i klassrummet: För elever med språkliga svårigheter
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Successful classroom teaching : For children with language difficulties (English)
Abstract [sv]

Studiens övergripande syfte var att beskriva och analysera pedagogers uppfattningar om hur framgångsrik undervisning i klassrummet av elever med språkliga svårigheter kan se ut. Kvalitativa intervjuer och observationer ligger till grund för studiens diskussion och analys. Resultatet visar att fokus inte bör ligga endast på undervisning i klassrummet utan att pedagogerna behöver utgå från skolan som helhet i form av en inkluderande syn på undervisning, då det är i mötet mellan elev och miljö som språkliga svårigheter uppstår. På samma sätt som eleverna behöver känna trivsel och delaktighet i klassrummet behöver pedagogerna känna trivsel och delaktighet i skolan för att kunna utvecklas i sin profession. För att lyckas med detta behövs tydligare och gemensamma mål samt att det finns möjlighet till diskussion på och mellan alla nivåer i skolan. I dessa diskussioner är det viktigt att specialpedagogerna finns med då de har kunskapen om att medverka i det förebyggande arbetet med att undanröja hinder och svårigheter i skolans lärmiljöer för elever med språkliga svårigheter.

Abstract [en]

The overall aim of the study was to describe and analyze pedagogical beliefs about how successful teaching in the classroom by pupils with language difficulties can look like. Qualitative interviews and observations form the basis of the study's discussion and analysis. The result shows that the focus should not be solely on teaching in the classroom, but that the educators need to start from the school as a whole in the form of an inclusive view of teaching, as it is in the encounter between pupil and environment that language difficulties arise. In the same way that students need to feel well-being and participation in the classroom, the educators need to feel well-being and participation in the school in order to be able to develop in their profession. To succeed with this, clearer and common goals are needed and that there is the possibility of discussion at and between all levels in the school. In these discussions, it is important that the special educators are present as they have the knowledge of participating in the preventive work of removing obstacles and difficulties in the school's learning environments for pupils with linguistic difficulties.

Place, publisher, year, edition, pages
2018. , p. 55
Keywords [en]
Language development, language disorder, inclusion, special education, learning environment and collegial learning
Keywords [sv]
Språkutveckling, språkstörning, inkludering, specialpedagog, lärmiljö och kollegialt lärande
National Category
Social Sciences Educational Sciences Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-156485OAI: oai:DiVA.org:umu-156485DiVA, id: diva2:1289537
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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Citation style
  • apa
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Output format
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