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"Vi bara pratar om tidiga insatser, nu måste vi agera.": SPECIALPEDAGOGENS ROLL I FÖRSKOLEKLASS
Luleå University of Technology, Department of Arts, Communication and Education.
Luleå University of Technology, Department of Arts, Communication and Education.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
”We are just talking about early actions, now we have to act." : THE SPECIAL EDUCATORS ROLE IN THE PRESCHOOL CLASS (English)
Abstract [sv]

Sammanfattning

Syftet med denna studie är att belysa förskollärares, specialpedagogers, rektorers samt kvalitetsutvecklares uppfattningar om och förväntningar på specialpedagogens roll i den obligatoriska förskoleklassen. Den forskning som tidigare genomförts har främst riktat sig mot specialpedagogens roll i förskola och skola och det finns begränsat med forskning om specialpedagogens roll i den nyligen lagstadgade obligatoriska förskoleklassen. Studien har en flervalsmetod som grund, där onlineenkäter och semistrukturerade telefonintervjuer har genomförts med sammanlagt 32 respondenter i tre mindre kommuner i Sverige. Syftesfrågorna i denna studie är: Hur kommer specialpedagogens kompetens till uttryck i förskoleklassens praktik? Vilka förväntningar finns på specialpedagogens arbete och roll i förskoleklassen? I resultatet framkommer bland annat att specialpedagogen inte har en självklar roll i förskoleklassen idag. Kvalitetsutvecklare och rektorer anser att specialpedagogens viktigaste roll är handledning, medan förskollärarna förväntar sig att specialpedagogens roll i huvudsak ska vara handledande, dokumenterande samt specialundervisande. Specialpedagogerna själva anser att de främst ska arbeta med anpassningar i lärmiljön och pedagogiska utredningar, men också handledning, dock i mindre grad än vad förskollärarna förväntar sig.

Abstract [en]

Abstract

The aim of this study is to illustrate the perceptions and expectations of the role of special educators in the compulsory preschool class. Perceptions and expectations vary among preschool teachers, special educators, principals and quality developers. Previous research has primarily been focused on the role of special educators in preschool and school. There are limitations on research about the role of special educators in the newly established compulsory preschool class. The study has a multi-choice method as a basis, where online surveys and semi structured telephone interviews have been conducted with a total of 32 respondents in three smaller municipalities in Sweden. Object cases in this study are: How will the competence of special educators be expressed in preschool class practice? What are the expectations of the special educators’ work and role in the preschool class? In the results it emerges, among other things, that special educators do not have an obvious role in preschool classes today. Quality developers and principals believe that the most important role of special educators is tutoring. The preschool teachers expect that the role of the special educator will primarily be tutoring, documentation and special education. The special educators themselves believe that they should primarily work with adaptations in the learning environment and pedagogical investigations, but also tutoring, however, to less content than what preschool teachers expect.

Place, publisher, year, edition, pages
2019. , p. 36
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:ltu:diva-75018OAI: oai:DiVA.org:ltu-75018DiVA, id: diva2:1330884
Subject / course
Student thesis, at least 15 credits
Educational program
Special Education Needs
Supervisors
Examiners
Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-06-26Bibliographically approved

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fulltext(1788 kB)19 downloads
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