Elever med svag teoretisk begåvning beskrivs ha svårt att nå kunskapsmålen i grundskolan. I föreliggande studie är syftet att beskriva och analysera specialpedagogers upplevelser av elevhälsans arbete med samverkan och lärares undervisning för elever med svag teoretisk begåvning i grundskolan. Studiens frågeställningar handlar om hur specialpedagoger beskriver kännetecken på svag teoretisk begåvning samt om hur de beskriver sina upplevelser av samverkan och lärares undervisning för dessa elever. Studiens teoretiska utgångspunkt är det salutogena perspektivet på hälsa och lärande och har genomförts utifrån en kvalitativ ansats med hjälp av semistrukturerade intervjuer. I resultatet framgår att det är viktigt att uppmärksamma elever med svag teoretisk begåvning och deras svårigheter samt att öka kunskapen om undervisning för dem. Det framkommer även att interprofessionell samverkan i elevhälsan är en framgångsfaktor som leder till utveckling och lärande för eleverna när samtliga kompetenser tas tillvara. Dessutom framkommer det att tillgängliga lärmiljöer och tydliggörande pedagogik är gynnsamt för elever i allmänhet och för den här elevgruppen i synnerhet samt att elever med svag teoretisk begåvning har svårt att nå kunskapsmålen i grundskolan. Det leder till frågan om huruvida undervisningen i grundskolan lever upp till att ge alla eleverförutsättningar att nå kunskapsmålen.

Enligt min erfarenhet pratas det sällan i skolan om begåvning generellt och absolut inte om svag teoretisk begåvning. Det kan vara en bidragande orsak till att många elever inte får det stöd de behöver. Syftet med denna studie är undersöka vad för kunskaper pedagoger har om svag teoretisk begåvning, vad för stöd pedagoger beskriver att elever får under skoldagen, vilket stöd pedagogerna själva anser sig behöva och hur pedagoger samtalar om de med svag teoretisk begåvning i kollegiet, med elever och vårdnadshavare. Via ett frågeformulär har 13 pedagoger besvarat öppna frågor om deras arbetssätt och samtalskultur. Resultatet visar med hjälp av en tematisk innehållsanalys och utifrån Nilholms specialpedagogiska perspektiv att det stöd som ges är av kompensatoriska slag men vid samtalen så har pedagogerna ett kritiskt synsätt där relationer betonas. Behov av mer kunskap finns både gällande vad svag teoretisk begåvning innebär, hur stöd ges på bästa sätt och hur pedagoger kan stärkas i att samtala om begåvning i stort men i synnerhet svag teoretisk begåvning. Vidare forskning behövs om vilka samtalsmetoder som kan hjälpa pedagoger att ha givande samtal med kollegor, elever och vårdnadshavare.

The purpose of the study is to investigate how school educators adapt teaching to meet students in theoretical difficulties. The aim is also to get an insight into the educators' experiences about these students and how they talk about these children in conversation with colleagues, parents and school management. This in order to compare and analyze if the language is different from the conversation with parents, colleagues and school management. To answer my purpose, I have used four questions. These questions have been used in interviews of educators who meet and teach students in theoretical difficulties every day in elementary school. These six educators, four women and two men have a long experience in working with children and young people. My study of the experiences of these six educators shows that educators adapt teaching based on the needs of each student. Sometimes the special education teacher/special pedagogue is also in the process of selecting the right adjustments. The adjustments are tested a number of weeks before they are followed up. The most common customizations are compensational tools such as computer, speech synthesis, spell checking, image support, clear instructions, limited tasks, custom material, and understanding. There is no diagnosis for students in theoretical difficulties, which is not required by the educators. This makes it difficult to talk with parents, colleagues and school leaders because the term "student in theoretical difficulties" is not used. The students are named based on their strengths and difficulties. This is done because the educators find it hard to speak of a low talent. From a special pedagogical perspective based on the results, educators need to be responsive to the student's feelings, thoughts and opinions about the school situation. Successful educators support students increase motivation for school work. Educators need to focus on the learning environment and regularly reflect on the students' school situation. They need to let students be active about decisions concerning the pupil's school day. Students lack understanding in their knowledge learning because they have difficulty analyzing, comparing and reflecting. This means that educators must work to make the knowledge understandable to the student.Working actively with relationships between student-student and student-educator gives positive results for student development. Educators need to try different solutions and stick to them so that it is possible to evaluate the actions. Based on the results of the evaluation, students' difficulties may decrease when the measures have worked. Pupils with learning difficulties can have motor difficulties. If the students receive continuous motor training, learning is affected positively. Their concentration and motor skills are increasing as more physical training. These positive effects affect rough, fine motor skills, reading, writing ability, speech, room’s perception and thinking skills.

This study explored the expectations and experiences of parents whose adult children graduated from a comprehensive college-based postsecondary education program for students with intellectual or developmental disabilities. Seventeen parents of graduates from the Lesley University Threshold Program in Cambridge, MA were interviewed in the style of narrative inquiry. Subjects were asked to describe their expectations for their sons’ and daughters’ futures as they grew up, the role of a college program in their children’s development and in the evolution of their own expectations, their hopes and concerns for the future, and their opinions of college inclusion and how greater inclusion might have impacted their sons and daughters. Interview subjects were found to share common goals for their children: independence and fulfillment in life. While they faced great uncertainty about the future when their children were young, they wanted to help them achieve as much independence and fulfillment as possible, and expected that postsecondary education would help them progress toward these ends. Parents wanted their children to have a college experience that felt authentic, while also providing comprehensive and intensive supports and specialized skill development. Parents reported that their children’s postsecondary experiences surpassed their expectations. They saw growth in their sons and daughters in the areas of independent living, vocational skills, and social skills, as well as advances in self-esteem, positive decision making, and problem-solving. While parents emphasized the value of life skills, friendships, and employment over inclusion at the university, every subject also stated that greater integration with undergraduates, facilitated by staff and peer mentors, should have been available to Threshold students, regardless of whether they thought their own son or daughter would have benefited. Implications for practitioners and research are discussed, with an emphasis on the study’s relevance to current trends in the field of inclusive higher education.

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