Syn på och handledning kring inkludering, neuropsykiatriska funktionsnedsättningar och matematik:: En kvalitativ intervjustudie om vilka framgångsrika handledningsmetoder specialpedagoger kan använda för att stödja matematiklärare som arbetar med elever i behov avsärskilt stöd
Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
The basic principle of the integrated school according to the Salamanca Declaration is that all children, whenever possible, should be taught together, regardless of any difficulties or diversity. It has been shown that students with neuropsychiatric disorders are having much more difficulties to achieve the targets than the average student. Pupils with neuropsychiatric syndrome will always be present in school and we who are working in the business must be better at learning to adapt to them so that they too can achieve proficiency in school.Mathematics is perhaps the topic that Swedish students generally have most problems with,and it will not obviously be easier if you have some form of neuropsychiatric disability.In our future role as special education teachers, we will mentor and support other teachers in the complex educational environment that exists today. The aim that has been built up is thus partly to explore how mathematics teachers work with included students with neuropsychiatric disorders, as well as how teachers wishing to become supervised by specialeducation teachers in mathematics. The study is conducted from a sociocultural perspective.A sociocultural perspective on learning means that all people are learning all the time in social settings. The study is based on semi-structural interviews with eleven teachers at four different schools, two in northern and southern Sweden respectively. A key success factor for teachers working with students with special needs is knowledge. Those who teach pupils with special needs must have knowledge of the student's difficulties and be able to vary their approaches and methods. We agree with the informants that feedback should not be given in the classroom but individually afterwards. To get tips on how to deal with a student with some difficulty can be a good guidance, but even there it is difficult many times to come up with ageneral solution. You may discuss individual students and try to come up with solutions for each one of them. We believe that no matter what the Salamanca declaration, the Education Act and the curriculum say about inclusion, you still have to use your professional knowledge as principal, special education teacher or teacher on school activities and make the decisions that are best for the individual student. Our mission within the schools is to put the student in the first room, and that is what we have to do, despite if regulatory documents sometimes say otherwise.
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:umu:diva-97414OAI: oai:DiVA.org:umu-97414DiVA: diva2:772449
Subject / course
Special Edcation Programme