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"Problembarn kommer aldrig att bli omoderna": En intervjustidie om lärares kunskap kring barn i behov av stöd
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2013 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
"Problem children will never be outdated" : An interwie study of theachers´ knowladge about children with special needs (English)
Abstract [sv]

SAMMANFATTNING

Denna studie handlar i sin helhet om hur man arbetar och ser på specialpedagogik.  Delar av denna studie genomfördes i Kenya, där jag var på en skola i staden Nakuru. Där genomförde jag intervjuer med lärare samt samlade på mig material. Syftet med studien är att se hur man i Kenya bemöter elever i behov av stöd i undervisningen samt hur synen på barn i behov av stöd har sett ut och ser ut i landet idag. Efter att jag tagit del samt bearbetat relevant litteratur valde jag att undersökta detta genom att göra kvalitativa intervjuer. Jag intervjuade fyra verksamma lärare som undervisade i olika årskurser. Mina intervjuer genomfördes med två lärare från en skola och två lärare från en annan skola, båda skolorna låg i samma by.

De slutsatser som drogs var att arbetet kring specialpedagogik är under utveckling samt att synen man har på barn i behov av stöd börjar ändras och att samhället nu börjar se mer accepterande på denna grupp av barn. I den nuvarande situationen beskriver samtliga av de intervjuade lärarna att de har för lite kunskap kring hur man skall bemöta dessa barn i klassen. De anser att denna brist på kunskap kan förklaras genom att de inte fick tillräckligt med undervisning inom detta område under sin lärarutbildning. 

Abstract [en]

ABSTRACT

This study is about special needs education in a developing country. Part of this study was conducted in Kenya, where I was studying, and working at a school in the town of Nakuru. I gathered information about the school, and conducted interviews with teachers. The purpose of the study was to see how people in Kenya respond to students in need of educational assistance, and how the general perception of children in need of this support has been, and is today in the country.  

After I read and analysed the relevant literature, I interviewed four practicing teachers who taught in different grades. I undertook interviews with two teachers from one school and two teachers from another school; both schools were located in the same village. 

The main conclusion was that teaching in special needs education still requires development, but is improving.  The local understanding about children in need of educational support is beginning to change, and importantly society is also beginning to become more accepting of this group of children. In the current study all of the interviewed teachers stated that they had too little knowledge about how to respond to these children in their class. They considered that this lack of knowledge related to not receiving enough training in this field during their teacher training.

 

Place, publisher, year, edition, pages
2013. , 44 p.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-26513Local ID: LPPE:3OAI: oai:DiVA.org:kau-26513DiVA: diva2:608267
Subject / course
Teacher Education - Pedagogy
Presentation
2013-01-15, Karlstads univeristet, Karlstads univeristet, Karlstad, 10:15 (Swedish)
Uppsok
Humanities, Theology
Supervisors
Examiners
Available from: 2013-03-04 Created: 2013-02-26 Last updated: 2013-03-04Bibliographically approved

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