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Vi vet vad vi ska göra för att stötta våra elever: En intervjustudie med lärare på en grundskola i Nya Zeeland.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2014 (Swedish)Independent thesis Advanced level (professional degree), 60 credits / 90 HE creditsStudent thesisAlternative title
We know what to do for supporting our students. (English)
Abstract [en]

The purpose of this study is to find out  how teachers describe their implementation of special education in a primary school in New Zealand.

 

The method used is interviews, using semi-structured questions and follow-up questions. Six teachers have been interviewed individually. Additionally, two Special Education Need teachers of the school, who are also Head teachers, and their Headmaster were interviewed.

The teachers describe how they, using the Kiwi Method, adapt the level of the task for the students to keep them in the Zone of Proximal Development. The students are encouraged to cooperate. There are uncomplicated aids in the classroom to support the students in their quest for reading and writing strategies. The teacher supports the students by modelling. The school screen all six-year-olds, using what is called The Six Years Net, to find out where the pupils are in their reading and writing development. Pupils who do not reach the exepted level are offered support intervention.

The program used in New Zealand is called Reading Recovery, and is designed by Marie M. Clay. The method of the program is that a specially trained teacher teach one pupil at the time, using a strict modus operandi. This school does no longer use the Reading Recovery method in the traditional way. The teachers´ explanation for this is that they believe that students learn in interaction with each other. Therefor they do not work one to one with an adult, but rather in a small group, consisting of several pupils where they can learn together.

The teachers interviewed experience that they use special educational measures in the classroom as well as there being a clear special needs program for the students requiring more intervention. Through eight students welfare conferences a year, teachers, special needs teachers and school leaders design individual plans for the students that require more support than can be given in the classroom. The teachers cooperate and the measures are adapted to the individual needs of each pupil.

Place, publisher, year, edition, pages
2014. , p. 35
Keywords [en]
Special education, Special Education Measures, Reading and Writing strategies, the Zone of Proximal Development, New Zealand.
Keywords [sv]
specialundervisning, specialpedagogiska insatser, läs och skrivstrategier, proximala utvecklingszonen, Nya Zeeland
National Category
Humanities
Identifiers
URN: urn:nbn:se:kau:diva-33353OAI: oai:DiVA.org:kau-33353DiVA, id: diva2:736879
Educational program
Special Teacher Education Programme: Language, Writing and Reading Skills (90 ECTS credits)
Supervisors
Examiners
Available from: 2014-08-12 Created: 2014-08-10 Last updated: 2014-08-12Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • 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