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Dyslexi: en studie av en skolas arbete med dyslexi
2010 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Dyslexia : a Study of a School's Work with Dyslexia (English)
Abstract [sv]

Syftet med den här studien var att undersöka, belysa och exemplifiera hur en svensk grundskola arbetar med elever som har dyslexi, dels i generella termer, dels med inriktning mot engelskundervisningen, vad gäller stöttning, hjälpmedel, bedömning och betygssättning samt i vilken mån den undersökta skolans dyslexiarbete harmonierar med styrdokumentens föreskrifter.

     För att kunna undersöka det valda området användes semi-strukturerade intervjuer med tre lärare och en specialpedagog på skolan. Intervjuerna sammanställdes och analyserades.

     Resultaten på studien visade att skolan arbetar medvetet för att underlätta för elever med dyslexi genom hjälpmedel och nivågrupperingar, men att lärarna ändå till stor del står frågande när det gäller vilka metoder som fungerar bäst, hur de ska handla vid misstanke om dyslexi samt bedömning och betygssättning. Resultaten visade också att engelska är ett ämne som lärarna och specialpedagogen upplever som extra svårt för elever med dyslexi. Under engelskundervisningen arbetar lärarna dock inte annorlunda med elever som har dyslexi, trots att det ämnet anses som svårare. De anser sig inte ha verktygen.

Abstract [en]

The aim of this study was to examine, illustrate and exemplify both in general terms and in the teaching of English, how a Swedish compulsory school works with pupils who have dyslexia. The study focused on support, assistance, assessment and marking, and to what extension the school’s work with dyslexia corresponds to the regulations of the steering documents.

     Semi-structured interviews were chosen as the method for examining the chosen subject. Three teachers and one special educational needs teacher were interviewed. The interviews were then put together and analysed.

     The results of the study showed that the school works deliberately to make school easier for pupils with dyslexia by giving them assistance and ability grouping, however, the teachers still seem to have many questions regarding teaching methods, what to do if suspecting dyslexia, assessment and marking. The results also showed that English is a subject which is considered to be especially difficult for pupils with dyslexia, by the teachers and the special educational needs teacher. During the teaching of English, the teachers do not work differently with the pupils who have dyslexia, even though English is believed to be a difficult subject to learn. The teachers do not feel that they have the right tools to do so.

Place, publisher, year, edition, pages
2010. , p. 52
Keyword [en]
dyslexia, reading and writing disability, special education needs, ability grouping, steering documents, curriculum for the compulsory school system, Lpo94, English, assessment, marking
Keyword [sv]
dyslexi, läs- och skrivsvårigheter, specialpedagogik, nivågrupperingar, engelska
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-5902OAI: oai:DiVA.org:kau-5902DiVA, id: diva2:325331
Uppsok
Humanities, Theology
Available from: 2011-02-11 Created: 2010-06-18 Last updated: 2011-02-11Bibliographically approved

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Pedagogy

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CiteExportLink to record
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Citation style
  • apa
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