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Särskilt begåvade barn med dyslexi: Fyra föräldrars erfarenheter av stöd och samverkan med skolan
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2017 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Gifted Children with Dyslexia : Four Parents' Experiences of Special Education Services and Collaboration between School and Parents (English)
Abstract [sv]

Syftet med den här studien är att belysa hur några föräldrar till särskilt begåvade barn med dyslexi upplever barnets skolsituation vad gäller stöd och samverkan med skolan. Fyra föräldrar till särskilt begåvade barn med dyslexi intervjuades. De teoretiska ramverket bestod av olika specialpedagogiska perspektiv samt ett relationellt maktperspektiv beskrivet av Danermark. Resultaten visar att det är en utmaning för skolan att förstå den kombination av styrkor och svårigheter som eleverna uppvisar och att anpassa därefter. Föräldrarna i studien upplevde att skolan hade svårt att hitta rätt sorts anpassningar och att skolan generellt saknade kunskap om barnens behov och att insatserna därför inte tog hänsyn till framförallt den särskilda begåvningen. Samverkan med skolan beskrivs som fungerande för några medan några upplevde en stark känsla av inte tillåtits ha inflytande över barnens utbildning och att barnets perspektiv glömdes bort. Samtliga deltagare hade erfarenheter av att har fört sina barns talan i mötet med skolan. En slutsats jag drar är att skolan inte alltid det finns ett behov av kunskap i skolan för att kunna möta dessa barn och borga för en likvärdig utbildning.

Abstract [en]

The aim of this study was to examine parents’ experiences of educational support and collaboration between school and parents for gifted children with dyslexia. Interviews were conducted with four parents. The results were analysed utilising various perspectives on special education and a relational theory of power, as described by Danermark. The findings suggest that twice-exceptional students present a unique identification and service delivery dilemma for educators. The parents in this study felt that the schools had difficulty providing adequate accommodations and that educators in general had little or no training in identifying and assessing the complex needs of gifted children with dyslexia. The giftedness in particular was overlooked. Collaboration between parents and school was described as effective by some of the parents while others reported major barriers to involvement, including a disregard of the child’s perspective. All parents were strong advocates for their child at school. In conclusion, this study suggests that more education for shcool professionals is needed to enable them to meet the needs of these children and to ensure equity in education. 

Place, publisher, year, edition, pages
2017. , p. 40
Keywords [en]
twice-exceptional, gifted students, dyslexia, parents, collaboration
Keywords [sv]
twice-exceptional, särskilt begåvade elever, dyslexi, föräldrar, samverkan
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-56704OAI: oai:DiVA.org:kau-56704DiVA, id: diva2:1118753
Subject / course
Special Education; Special Education
Educational program
Special Teacher Education Programme: Language, Writing and Reading Skills (90 ECTS credits); Special Teacher Education Programme: Language, Writing and Reading Skills (90 ECTS credits)
Supervisors
Examiners
Available from: 2017-07-03 Created: 2017-07-02 Last updated: 2017-07-03Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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