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Hur var min skoltid?: Sju individers egna berättelser om sin skoltid med diagnosen ADHD.
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
2014 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
How was my school experience? : Seven individuals own stories about their school experiences with diagnostics ADHD. (English)
Abstract [sv]

Bakgrund: Syftet är att undersöka hur elever med ADHD har upplevt sin skoltid samt hur eleverna anser att lärare bemöter elever med ADHD. Metod: Genom kvalitativa metoder har sex vuxna personer med diagnosen ADHD intervjuats. Undersökningen utgår ifrån tre frågeställningar om hur elever med ADHD har upplevt sin skolgång, vilka relationer de haft till lärare och hur anpassning av undervisning sett ut. De teoretiska utgångspunkterna för undersökningen är socialkonstruktivismen och relationella perspektivet. Analysen utgår utifrån en hermeneutisk ansats. Resultat: Utifrån respondenternas berättelser återfinns både likheter och skillnader emellan deras erfarenheter. En gemensam nämnare ses också mellan respondenternas berättelser där bemötande och förhållningssätt är av stor betydelse för respondenternas skolupplevelser. Något som samtliga respondenter uttrycker i sina berättelser är känslan av inte vara som alla andra.

Abstract [en]

The purpose of this dissertation is to study how students diagnosed with ADHD has experienced their time in school and how they regard their teachers approach. A qualitative method was used based on six interviews with adults diagnosed with ADHD. This dissertation is based on three questions, how did the students diagnosed with ADHD experience their time at school? How was their relationship to their teachers? How was the teaching adapted to their ADHD? The theoretical starting points have been social constructivism and the relational perspective. The results and analysis were processed through the hermeneutic approach. The interviews showed similarities and differences. A common denominator was however found between the respondents. This showed that the treatment and approach of the students by their teachers was very important in regards to how they experienced school. Something which showed in all respective interviews was the feeling of not being normal.

 

Place, publisher, year, edition, pages
2014. , p. 34
Keyword [en]
ADHD, Adaptation of teaching, special needs, relationship, social constructivism, relational perspective
Keyword [sv]
ADHD, anpassning av undervisning, behov, relationer, relationella perspektivet, socialkonstruktivismen
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:lnu:diva-38465OAI: oai:DiVA.org:lnu-38465DiVA, id: diva2:767629
Subject / course
Pedagogy
Educational program
Specialpedagogprogram, inriktning mot grundskolan, (distans), 90 hp
Supervisors
Examiners
Available from: 2014-12-08 Created: 2014-12-02 Last updated: 2014-12-08Bibliographically approved

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CiteExportLink to record
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