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Det brändes i mitt hjärta: Tre ungdomars livsberättelser från sin skolgång i grundsärskolan
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2020 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The aim of the study is to contribute with knowledge about how students with mild intellectual disabilities experienced their schooling in primary school. The questions of the study are: • How do students describe their school attendance based on their possibility to interac at school? • What do the students` thoughts in relation to their schooling occupy? The study was based on a life-narrative perspective to provide an increased understanding of people with intellectual disabilities. The method used in the study was qualitative semistructured interviews. Three informants were included in the study and each informant was interviewed twice. Each informant shared their experience of attending primary school. The result has been analyzed from the perspective of the informants life experiences which is the theoretical perspective of the study. The students 'stories were highlighted and analyzed on the basis of various themes that became visible in the students' stories. The themes that recurred in the students' stories were: thoughts about primary school, how a school should be, relationships, a sense of exclusion, self-confidence and self-esteem. The study shows that relationships play a crucial role in how students experience their schooling in primary school. The students called for more buddy relationships and showed that relationships play an important role in making the students feel meaningful and belonging in the school. Relationships between student teachers and assistants also have a great impact on how students experience meaningful learning. The results show that all three students had both positive and negative experiences when it came to attending school. A sense of alienation and a fear of being treated badly by other students became evident in the life stories. The students were also consciously choosing to eliminate situations where there is an opportunity for inclusion with elementary school students.

Place, publisher, year, edition, pages
2020. , p. 42
Keywords [sv]
Intellektuell funktionsnedsättning, livsberättelse, elevperspektiv, grundsärskola
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-77783OAI: oai:DiVA.org:kau-77783DiVA, id: diva2:1430708
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual Challenges (90 ECTS credits)
Supervisors
Examiners
Available from: 2020-05-18 Created: 2020-05-17 Last updated: 2020-05-18Bibliographically approved

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Lönnqvist, Hanna
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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