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"Som ett dubbelpar i tennis": En studie i hur samarbetet mellan speciallärare och ämneslärare kan se ut på en högstadieskola med en inkluderande specialundervisning
Linnaeus University, Faculty of Technology, Department of Mathematics Education.
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
“Like a Pair Playing Double in Tennis” : A study of the cooperation between the special educationteachers and the subject teachers in a comprehensive school with an inclusive specialeducation (English)
Abstract [sv]

I denna studie undersöktes hur samarbetet mellan speciallärare och ämneslärare kan se ut i matematik- respektive språk-, läs- och skrivutveckling på en högstadieskola med en inkluderande specialundervisning samt hur man bäst kan utnyttja de båda yrkesgruppernas komplementära kompetenser. Som metod för datainsamling gjordes observationer på lektioner där speciallärare och ämneslärare samarbetade. Observationerna följdes av enskilda intervjuer av speciallärare och ämneslärare i matematik och språk samt rektor och samordnande specialpedagog. Avslutningsvis genomfördes en gruppintervju med speciallärare och ämneslärare. Till analys användes Abbotts teori om olika yrkesrollers kamp om vem som ska göra vad på arbetsplatsen samt Laviés teori om lärares olika inställning till samarbete.

 

Resultatet visade att speciallärare och ämneslärare har olika arbetsuppgifter i klassrummet och i planeringsarbetet. Medan ämnesläraren har rollen som ledare blir specialläraren mer som en assistent. I studien framkom att det viktigaste för att utveckla ett lyckat samarbete mellan speciallärare och ämneslärare är relationen mellan personerna. Förutom relationen är även förmågan till flexibilitet och viljan att ta varandras roller betydelsefulla faktorer. Ett sätt som lyftes fram för att utnyttja speciallärarens kompetens i det inkluderade klassrummet är specialpedagogisk handledning.

Abstract [en]

This study focused on the cooperation between special education teachers and subject teachers in mathematics development and language-, reading- and writing development. The study was carried out at a comprehensive school with an inclusive special education and aimed at investigating how to use the teachers’ complementary competences in the best way. The method used was observations of lessons when special education teachers and subject teachers cooperated. These observations were followed up by individual interviews with special education teachers, subject teachers in mathematics and languages as well as with the headmaster and the coordinating special education teacher. Finally a group interview was carried out with the special education teachers and subject teachers. Abbott’s theory about various professional roles and their struggle about who should do what at the work place was used together with Lavié’s theory about teachers’ attitudes to cooperation.

 

The result showed that special education teachers and subject teachers have different roles in the classroom and also in the planning of lessons. The subject teacher often takes the role of the leader whereas the special education teacher acts more as an assistant. The study showed that the most important factor in developing a successful cooperation between the special education teacher and the subject teacher is the relationship between the individuals.  Two other important factors are flexibility and the willingness to take each other’s roles when needed. Another way of taking advantage of the competence of the special education teacher is to let him/her coach the subject teachers.

Place, publisher, year, edition, pages
2015. , 43 p.
Keyword [en]
Cooperation, complementary competences, special education teacher, subject teacher, special education
Keyword [sv]
Samarbete, komplementära kompetenser, speciallärare, ämneslärare, inkluderande specialundervisning
National Category
Pedagogy Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-42688OAI: oai:DiVA.org:lnu-42688DiVA: diva2:806035
Subject / course
Didactics of Mathematics; Pedagogy
Educational program
Speciallärarprogrammet Specialisering mot matematikutveckling; Speciallärarprogrammet Specialisering mot språk-, skriv- och läsutveckling
Supervisors
Examiners
Available from: 2015-04-21 Created: 2015-04-17 Last updated: 2015-04-21Bibliographically approved

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8aea6ba182528a17305443f3ac6557cfdf4b0f489f2feb401849d8fce8f9a3b839d08b57fbc3572c9b3318f9dc59432a9fbe5c9f116884747a5bea4f6ba2e16f
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Department of Mathematics EducationDepartment of pedagogy
PedagogyDidactics

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