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Specialpedagogiska erfarenheter och beskrivningar av dyslexiutredning
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Special educational experiences and descriptions of assessment of dyslexia (English)
Abstract [sv]

Syftet med studien är att utforska och utveckla kunskap om vilka beskrivningar av dyslexi som diagnos professionella med specialpedagogisk kompetens ger, samt deras upplevda erfarenheter av att utreda dyslexi.

Metoden för insamling av data har varit intervjuer av specialpedagoger verksamma i två kommuner. Materialet har sedan analyserats och sorterats tematiskt.

Resultatet av studien är att dyslexiutredningar utförs på olika sätt i olika kommuner beroende på hur man valt att organisera det och olika organisationsformer kan fungera bra. Deltagarna i studien använder LOGOS som en bas när de utreder dyslexi och deras erfarenhet är att det är en bra grund att utgå ifrån. Utöver det används intervjuer och observationer som utredningsmetod. Deltagarna anser inte att det viktigaste med utredningen är om eleven uppfyller kriterierna för dyslexi eller inte. Viktigast är att identifiera var problematiken ligger för att kunna åtgärda. Att utföra en dyslexiutredning tar lång tid och ibland kan även väntetiden för att komma igång med en utredning vara lång. Pojkar utreds vanligen tidigare än flickor. Det finns en stor överlappning mellan dyslexi och andra skolrelaterade svårigheter. 

Jag har även analyserat resultatet i ett dilemmaperspektiv. Dilemman som identifierats i studien är ett etiskt dilemma, ett normalitetsdilemma och ett resursdilemma.

Abstract [en]

The purpose of the study is to explore and develop knowledge about the descriptions of dyslexia diagnosis professionals in the field of Special Education gives, as well as their perceived experience of investigating dyslexia. The method of data collection was interviews with special educators, operating in two different municipalities. The data is then analyzed and thematically sorted.  The results of the study shows that assessments of dyslexia is carried out in different ways in different municipalities depending on how they choose to organize it. Different forms of organization is regarded by the patricipants as working well. Participants in the study uses LOGOS as a base when assessing dyslexia and their experience is that it is a good base to start from. In addition, interviews and observations are used as assessment tools. The participants do not consider that the most important of the assessment is whether the student meets the criteria for dyslexia or not. Most important is to identify specific areas of difficulty with the aim of arranging for support and intervention. Performing an Assessment of dyslexia takes time and sometimes can even initial long waiting to get started be the case. Boys are investigated usually younger than girls. There is a big overlap between dyslexia and other school-related difficulties.The study includes as well an analyzes of the results taking the departure in so called Dilemma perspective. Dilemmas identified in the study was an ethical dilemma, a dilemma of normality and a resource dilemma.

Place, publisher, year, edition, pages
2015. , 33 p.
Keyword [en]
Dyslexia, Assessment, Special Education, Experience, descriptions of dilemmas
Keyword [sv]
Dyslexi, Utredning, Specialpedagog, Erfarenheter, Dilemmabeskrivningar
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-36890OAI: oai:DiVA.org:kau-36890DiVA: diva2:827413
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Language, Writing and Reading Skills (90 ECTS credits)
Supervisors
Examiners
Available from: 2015-06-29 Created: 2015-06-26 Last updated: 2015-06-29Bibliographically approved

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