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Specialpedagogikens många frågetecken: En grupp pedagogers tankar om pedagogik och specialpedagogik
Karlstad University, Faculty of Arts and Education.
2012 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
The many question marks about special education : A group of teachers thoughts about pedagogy and special education (English)
Abstract [en]

Abstract

There is a lot of confusion when it comes to defining Special Education. An example of this appears here by a statement from Assarson (2007) "Special Education initiates a special pedagogy, but contains no innate sense of what is the special component in it" (p. 52, authors’ translation). This study is an attempt to clarify the elements of the concept. Much of the previous research in this report explains Special Education as interdisciplinary and additionally how this contributes to the concept as unclear. Many scientists stress the importance of placing Special Education in relation to pedagogy in order to understand the concept. The analysis of previous research on the concept of Special Education discovered a lack of studies on teachers' views on the topic.

Thus the purpose of this study was to investigate perceptions of the concepts of Special Education and pedagogy and the relationship between them in a group of teachers. And the questions that this investigates are following:

- What practical experiences and associations of the concepts are visible in the conversations?

- Does it appear differences in the participants' statements about the concepts, and if so, how?

- How do the teachers express the relationship between Education and Special Education?

- Are there recesses in the informants' reasoning in relation to the interaction in the group?

The study was conducted using the qualitative method focus group. The results show that these educators found the concepts hard to define and they at the same time did not feel the need to identify their characteristics. It emerges from the informants' statements that the two knowledge fields have a close relationship in their everyday work.

Place, publisher, year, edition, pages
2012.
Keyword [sv]
Specialpedagogikbegreppet, pedagogik, relation, fokusgruppssamtal, svårdefinierat.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-15619Local ID: LP-177OAI: oai:DiVA.org:kau-15619DiVA: diva2:567955
Subject / course
Teacher Education - Pedagogy
Uppsok
Humanities, Theology
Supervisors
Examiners
Available from: 2012-11-22 Created: 2012-11-14 Last updated: 2012-11-22Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf