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Autismspektrumtillstånd och läs-och skrivsvårigheter: Fyra lärares uppfattningar om elevers läs-och skrivproblematik
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Autism Spectra Disorder and Reading and Writing Difficulties : Four teachers' opinons of students' reading and writing difficulties (English)
Abstract [sv]

Denna studie handlar om några gymnasielärares uppfattningar om integrerade elever som har en dokumenterad autismspektrumtillstånd samt läs-och skrivproblematik. Studien har en kvalitativ utgångspunkt och undersökningen är baserad på halvstrukturerade intervjuer med fyra pedagoger som arbetar på olika gymnasier i södra Sverige. Resultatet visar att många av dessa elever klarar sig relativt bra när de får hjälp genom olika anpassningar som görs i klassrummet. De anpassningar som hjälper mest är klara och tydliga instruktioner för dessa elever, samt när pedagogen ger mycket stöd i form av exempelvis genrepedagogik. Däremot så upplever pedagogerna ibland att eleverna utnyttjar sin diagnos för att undvika skolarbete, vilket kan vara ett missförstånd då denna elevgrupp ofta tar till undvikande strategier som är en del av sitt funktionshinder. Exempelvis så störs vissa elever med autismspektrumtillstånd enormt mycket av olika ljud, så kallad sensorisk överkänslighet, och som ett resultat så vill de sitta avskilt när det gäller att läsa. Likaså så upplever pedagogerna att dessa elever återgår till sin tidigare lägre nivå efter det att anpassningen eller hjälpen upphört.

Abstract [en]

This study deals with a number of upper secondary school teachers' perceptions of integrated students who have a proven autism spectrum disorder, as well as reading and writing difficul- ties. The research has a qualitative perspective and the study is based on semi-structured in- terviews with four teachers working in different upper secondary schools in the southern part of Sweden. The result shows that many of these students manage relatively well when they get help through various adjustments made in the classroom. The adaptations that help the most are clear instructions for these students, and when the teacher provides support in the form of, for example genre pedagogy. However, the teachers sometimes feel that students utilize their diagnosis to avoid schoolwork, which may be a misunderstanding when this group of students often resort to avoidance strategies that are part of their disability. For ex- ample, some of these students with autism spectrum disorder are made unsettled by different sounds, so-called sensory hypersensitivity, and as a result they want to sit separately when it comes to reading. Another experience the teachers have is that these students often return to their previous lower level after the adjustment, or aid, cease to be provided.

Place, publisher, year, edition, pages
2015. , p. 30
Keywords [en]
autism spectra disorder, reading and writing difficulties
Keywords [sv]
autismspektrumtillstånd, läs-och skrivproblematik
National Category
Humanities Social Sciences
Identifiers
URN: urn:nbn:se:kau:diva-36687OAI: oai:DiVA.org:kau-36687DiVA, id: diva2:825056
Educational program
Special Teacher Education Programme: Language, Writing and Reading Skills (90 ECTS credits)
Supervisors
Examiners
Available from: 2015-06-23 Created: 2015-06-23 Last updated: 2015-06-23Bibliographically approved

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CiteExportLink to record
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Citation style
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