Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Delaktighet eller utanförskap: En intervjustudie om assistenters arbete i grundsärskolan
Karlstad University.
2015 (Swedish)Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesis
Abstract [en]

How can we learn to utilize the staff in special schools in a better way? Assistants belong to a professional group within the school system whose mandate is not specifically regulated by government regulations. Despite having a lower education than teachers, assistants are often the group who work with those students that have the greatest learning difficulties. The way in which assistants view their function within the educational system has been described in this study with a hermeneutical approach using interviews from four assistants employed in special schools.

The results of this study describe two ways to work as an assistant; one where the assistant feels great participation in all aspects of the educational work and one where the assistant does not feel equally involved, but instead describes a feeling of isolation mostly in regards to teachers. The factors in the outcome of this study that seem important are collegial cooperation, responsibility and sense of community. Both the results of this study and previous research in this area show deficiencies in cooperation between the assistant and the teacher and assistants can get take too much responsibility for teaching. Inadequate information and too little common planning time for assistants and teachers are mentioned as concrete reasons for this. Some assistants feel that there are difficulties concerned with receiving acknowledgement as a profession.

Place, publisher, year, edition, pages
2015.
Keyword [sv]
Assistent, grundsärskola, utvecklingsstörning, hermeneutik
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-38773OAI: oai:DiVA.org:kau-38773DiVA: diva2:875984
Educational program
Special Teacher Education Programme: Mental and Intellectual Challenges (90 ECTS credits)
Supervisors
Examiners
Available from: 2015-12-02 Created: 2015-12-02 Last updated: 2015-12-02Bibliographically approved

Open Access in DiVA

fulltext(884 kB)129 downloads
File information
File name FULLTEXT01.pdfFile size 884 kBChecksum SHA-512
c03b288f8d03e569dddc97ffb86932c3721b3f36118d58912fe512eb1745d27cbe48a92d352ea3a5c30ea2883e9b29815652196f0199c143183aec1461ae3d43
Type fulltextMimetype application/pdf

By organisation
Karlstad University
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 129 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 261 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf