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Social delaktighet för elever som läser i grundsärskolan med inriktning ämnesområden: En uppsats om elevassistenters tankar om hur elevers sociala delaktighet kan stärkas
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for HumanIT (from 2013).
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Social participation for   learners in the compulsory school for pupils with learning disabilities : An essay about educational aid`s thoughts on strengthening pupils’social participation (English)
Abstract [en]

The purpose of this study is to examine educational aid´s perceptions of social inclusion in the compulsory school for pupils with learning disabilities in training school classes. The chosen method of this study is a qualitive research approach. Five educational aid´s currently working with pupils with intellectual disabilities in the compulsory school for pupils with learning disabilities have been interviewed. A relational and categorical models of special education has been used to analyze the interviews and a comparison between the relational, categorical approach, the thoughts of the educational aids and the regulatory documents from the Swedish National Agency for Education is taking place in the study.

The result of the study shows that most of the educational aid´s in the study thinks that they can both support and obstruct social inclusion for pupils with learning disabilities. The study also shows that pedagogical guidance and discussions in the work crew about social inclusion are important to promote social inclusion. The educational aid´s believe that the pupils have little interest in participate in social interaction with other pupils.

Furthermore the paraprofessionals believe that the teachers should have a comprehensive view over the pupils and their school day and that the educational aid´s thinks that they have a closer relation with the pupils because they spend more time with them than the teachers do. The informants indicated that learning environments, the ability to back away, and cooperation within the teaching team are important factors to promote social inclusion.

Abstract [sv]

Syftet med studien är att undersöka några elevassistenters uppfattningar om social delaktighet i grundsärskolan med inriktning mot ämnesområden. Den valda metoden i denna studie var en kvalitativ forskningsansats. Fem elevassistenter som arbetar med elever i grundsärskolan med inriktning mot ämnesområden har blivit intervjuade. En relationell och kategorisk modell av specialundervisning har använts för att analysera intervjuerna och en jämförelse mellan det relationella, kategoriska synsättet, tankar från elevassistenterna och Skolverkets styrdokument sker i denna studie.

Resultatet visade att merparten av elevassistenterna ansåg att de själva både kunde underlätta oh vara till hinder för den sociala delaktigheten för elever med utvecklingsstörning. Att handledning och diskussion om social delaktighet var viktiga faktorer samt att elevassistenterna ansåg att elever med utvecklingsstörning själva hade ett begränsat intresse av att inleda socialt samspel med andra elever. Studien visade även att pedagogisk handledning och diskussioner inom arbetslaget om social delaktighet är viktiga faktorer för att öka social delaktighet. Elevassistenterna ansåg att eleverna hade lågt intresse av att delta i sociala interaktioner med andra elever.

Vidare så framhöll elevassistenterna att en lärare bör ha ett helhetsgrepp över eleverna och undervisningen och elevassistenterna anser att de har en närmare relation med eleverna då de spenderar mer tid med dem än vad lärarna. Elevassistenterna indikerade att lärmiljö, förmåga att backa undan och samverkan inom arbetslaget som viktiga faktorer för att öka social delaktighet.

Place, publisher, year, edition, pages
2019. , p. 50
Keywords [en]
social inclusion, intellectual disability, educational aid, compulsory school for pupils with learning disabilities in training school classes, interview study
Keywords [sv]
social delatighet, utvecklingsstörning, elevassistenter, grundsärskola inrikning ämnesområden, intervjustudie
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:kau:diva-73605OAI: oai:DiVA.org:kau-73605DiVA, id: diva2:1338232
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual challenges (90 ECTS credits)
Supervisors
Examiners
Available from: 2019-08-05 Created: 2019-07-21 Last updated: 2019-08-05Bibliographically approved

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Type fulltextMimetype application/pdf

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Citation style
  • apa
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