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Samundervisning: En studie i speciallärares och ämneslärares möjligheter att uforma specialpedagogiskt stöd på gruppnivå i grundskolan
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study has been to contribute to an increased understanding of how specialist teachers and subject teachers co-teach in the ordinary classroom and work together with students in need of special support and to investigate which different forms of co-teaching occur when teaching language, reading and writing in elementary school. The study also aims to illustrate the special needs teachers' and teachers' perceptions of the collaboration in co-teaching and how the teachers perceive the concept of inclusion and how the specialist teacher's competence is perceived. The study was carried out through two classroom observations of co-teaching between two subject teachers an two unauthorized specialist teachers, and through follow-up semi-structured interviews with said teacher pairs. To further add a specialist teacher perspective, two qualified specialist teachers specialized in language, reading and writing development were interviewed. The observations that should be seen as a complement to the interviews are presented narratively through a descriptive text (Bryman, 2018). The interviews were transcribed and analyzed using phenomenographic analysis in seven steps (Fejes, 2017). An additional analysis was made from a social constructionism perspective where links to central concepts such as relationships, communication and interaction were made (Burr, 2015); Dysthe, 1996; Emanuelsson, Persson and Rosenqvist, 2001; Persson, 2019). All teachers in the study have experience of co-teaching, however, the results point to a lack of common language for describing co-teaching and its different forms of work. Furthermore, the results show that the respondents saw that co-teaching can help the specialist teacher to get to know all the pupils and all the educators and that co-teaching becomes more varied as it is carried out by two teachers who complement each other. Another positive effect that emerges from the study is that co-teaching can contribute to extra adaptions becoming a natural part of the regular teaching, which could contribute to a more inclusive classroom climate.

Place, publisher, year, edition, pages
2019. , p. 59
Keywords [en]
Special education, elementary school, interview/observation, co-teaching, inclusion
Keywords [sv]
Specialpedagogik, grundskola, intervju/observation, samundervisning (co-teaching), inkludering
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:uu:diva-386143OAI: oai:DiVA.org:uu-386143DiVA, id: diva2:1327047
Educational program
Special Needs Teacher Education Programme
Presentation
2019-05-28, Uppsala, 10:00 (Swedish)
Supervisors
Examiners
Available from: 2019-06-20 Created: 2019-06-19 Last updated: 2019-06-20Bibliographically approved

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Samundervisning(587 kB)11 downloads
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CiteExportLink to record
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Citation style
  • apa
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