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Åtgärdsprogram: En undersökning av hur begreppen individ- grupp- och organisationsnivå tillämpas i grundskolan
Karlstad University, Faculty of Arts and Education.
2011 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
Individual Educational Programs : A study of how the concepts of indivdual level, group level and organizational level applied in primary school (English)
Abstract [en]

Research now shows that the Individual Educational Programs (IEP) are dominated by individual- oriented actions. This despite the fact that the school`s policy documents advocate that IEP should be viewed in context of the school`s activities. Support must be seen from a holistic perspective and the student`s difficulties will be related to the whole school environment. In an attempt to understand why the individual- oriented actions are still there, I have studied how specific IEP are formulated, and how it relates to the school`s policy documents.

In the study, I used discourse theory as a method. By examining the I E P in educational activity, I wanted to find the meaning with which the concept of individual, group and organizational level were filled.

The results show that the IEP in comparison with the policy documents mainly differ on the definition of group and organizational level. The three levels individual, group and organizational level do appear as headlines in all IEP. But the prominent fact is that the measures are formulated so that in practice they still get individualized no matter on which level they are described.

Abstract [sv]

Forskningen idag visar att åtgärdsprogrammen domineras av individinriktade åtgärder. Detta trots att skolans styrdokument förordar att arbetet med åtgärdsprogram ska ses i ett sammanhang till skolans hela verksamhet. Stödet ska ses ur ett helhetsperspektiv och elevens svårigheter ska sättas i relation till hela skolmiljön. I ett försök att förstå varför de individinriktade åtgärderna fortfarande råder har jag studerat hur konkreta åtgärdsprogram är formulerade, och hur den formuleringen förhåller sig till skolans styrdokument.

I studien använde jag mig av diskursteori som metod. Genom att undersöka åtgärdsprogram i pedagogisk verksamhet ville jag få syn på vilken innebörd individ – grupp - samt organisationsnivå fyllts med.

Resultatet visar att åtgärdsprogrammen i jämförelse med styrdokumentens riktlinjer främst skiljer sig åt vad gäller definitionen av grupp- och organisationsnivå. De tre nivåerna individ - grupp - och organisationsnivå finns visserligen med som rubrikform i samtliga åtgärdsprogram. Men det framträdande är att åtgärderna formuleras så att de i praktiken ändå blir individinriktade oavsett under vilken nivå de beskrivs.

Place, publisher, year, edition, pages
2011. , 49 p.
Keyword [en]
Individual Educational Program, individual - group - oganizational level, holistic perspective, special education, dscourse theory.
Keyword [sv]
Åtgärdsprogram, individ- grupp- organisationsnivå, helhetsperspektiv, specialpedagogik, diskursteori.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-8972Local ID: SPE C-6OAI: oai:DiVA.org:kau-8972DiVA: diva2:468404
Subject / course
Special Education
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2012-01-16 Created: 2011-12-19 Last updated: 2012-01-16Bibliographically approved

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Pedagogy

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