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Identifiering och stöd till elever med dyslexi: En intervjustudie om hur lärare arbetar med att identifiera och stödja elever med dyslexi
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Identification and support for pupils with dyslexia : A study about how the teachers work to identify and support students with dyslexia (English)
Abstract [sv]

Syftet med examensarbetet är att diskutera och belysa hur några skolor arbetar med attidentifiera och stötta elever med dyslexi och sätta det i relation till skolans styrdokument. Föratt kunna undersöka dessa frågeställningar användes semistrukturerade intervjuer med sexstycken lärare som alla arbetar på olika skolor. Resultaten visar att skolorna arbetar med attkartlägga och följa upp eleverna och att lärarna försöker kompensera elevers svårighetergenom olika pedagogiska stöd och tekniska hjälpmedel. Skolorna arbetar inkluderande och deanpassar undervisningen och lärandemiljön utifrån elevernas olika behov och svårigheter.Resultaten visar också det finns dilemman som lärarna mött under sitt arbete med att hjälpaeleverna med dyslexi så som att skolan ska vara kompensatorisk men samtidigt varainkluderande, tidsbrist, hjälpmedlen kan vara utpekande och att eleverna behöver få endiagnos för att skolan ska få extra resurser.

Abstract [en]

The aim of the study is to discuss and illustrate how some schools are working to identify andsupport pupils with dyslexia and how it relates to their policy documents. To investigate thesequestions, semi-structured interviews were chosen as the method. Six teachers, all working atdifferent schools, were interviewed. The results show that the school are working to identifyand follow up students, and that educators are trying to compensate for pupils difficultiesthrough a variety of educational supports and assistive technology. Schools working in aninclusive and personalizing the teaching and learning environment according to puppilsdifferent needs and difficulties. The results also show there are dilemmas that educators facedin their effort to help students whit dyslexia as that the school should be compensatory but atthe same time inclusive, lack of time, that the us of aids can become stigmatizing, andstudents need a diagnosis for the school to get extra resources.

Place, publisher, year, edition, pages
2016. , 29 p.
Keyword [en]
dyslexia, reading and writing disability, special education needs, steering documents, Lgr11, curriculum for the compulsory school system, identification, compensatory support
Keyword [sv]
dyslexi, läs- och skrivsvårigheter, specialpedagogik, styrdokument, Lgr11, läroplanen, identifiering, kompensatoriskt stöd
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-44387OAI: oai:DiVA.org:kau-44387DiVA: diva2:946706
Subject / course
Pedagogy
Educational program
Teacher education
Supervisors
Examiners
Available from: 2016-07-06 Created: 2016-07-05 Last updated: 2016-07-06Bibliographically approved

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Type fulltextMimetype application/pdf

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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Language
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  • Other locale
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Output format
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