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Elevers uppfattningar om stöd: En kvalitativ studie om några elevers uppfattningar av stöd i undervisningen
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Students' perceptions of support : A qualitative study aboutsome students' perceptions of support in education (English)
Abstract [sv]

Syftet med denna studie är att undersöka några elevers uppfattningar angående det stöd de fått under sin skoltid med anledning av deras läs- och skrivsvårigheter. De intervjuade eleverna i studien går i årskurs tre och årskurs fyra. Alla de intervjuade eleverna uppvisar läs- och skrivsvårigheter alternativt dyslexi. Data har samlats in genom kvalitativa intervjuer. Studiens teoretiska utgångspunkt är de tre specialpedagogiska perspektiven: det kompensatoriska, det kritiska och dilemmaperspektivet. Resultatet har analyserats utifrån de specialpedagogiska perspektiven genom att försöka hitta ett mönster och tema i de intervjuade elevernas svar. I resultatet framkommer det att stödinsatserna som utformats för eleverna mestadels utgår ifrån det kompensatoriska perspektivet. Det framkommer även att elevernas uppfattningar av stöd i skolan ser olika ut. En gemensam uppfattning som de intervjuade eleverna har är att de får stöd både enskilt och i klass med anledning av deras läs- och skrivsvårigheter. Det visar sig dock i resultatet att det stöd som eleverna får inte alltid är välplanerat mellan specialläraren och läraren. Något som kommer fram i resultatet är att eleverna vill vara delaktiga i hur stödet ska se ut och var de ska få stödet. Det visar sig också i studien att stödet som ges till eleverna måste utgå ifrån varje enskild individ för att stödet ska gynna elevernas kunskapsutveckling.

 

Abstract [en]

The aim of this study is to examine how pupils in grades three and four perceive the support they receive with regards to their reading and writing difficulties. The theoretical framework for this study is based on the three perspectives connected to special education, namely the compensatory perspective, the critical perspective and the dilemma perspective. In order to collect data, interviews are used and the results are then categorized and analyzed by using the three perspectives connected to special education, as mentioned above. To begin with, the results indicate that the compensatory perspective was the predominant measure used when supporting pupils but it also becomes clear that pupils perceive the support they get in different ways. Moreover, all of the pupils state that they receive help connected to their reading and writing difficulties, both individually and in class. At the same time, though, it becomes clear that the collaboration between the special education teacher and the class teacher is sometimes lacking. Finally, this study shows that pupils wish to be more involved in the process of deciding the frames for the support they need. Another conclusion is that the support given has to focus on the demands and needs of each individual in order for the support to be beneficial to each pupil’s learning process.

 

 

Place, publisher, year, edition, pages
2016. , 36 s. p.
Keyword [en]
Read and write difficulties, support measures, measures, students' perceptions, participation, compensatory perspective, critical perspective, the dilemma perspective
Keyword [sv]
Läs- och skrivsvårigheter, stödinsatser, åtgärder, elevers uppfattningar, delaktighet, kompensatoriska perspektivet, kritiska perspektivet, dilemmaperspektivet
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-42986OAI: oai:DiVA.org:kau-42986DiVA: diva2:937103
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Language, Writing and Reading Skills (90 ECTS credits)
Supervisors
Examiners
Available from: 2016-06-15 Created: 2016-06-14 Last updated: 2016-06-15Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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