I läroplanen för förskolan (Skolverket, 2018) står det att förskolan ska främja alla barns lärande och utveckling och de barn som tillfälligt eller varaktigt behöver stöd och stimulans har rätt till en utbildning som är anpassad och utformad så att de utvecklas så långt som möjligt. I Skollagen (SFS 2010:800 §9) står att läsa att det är rektorns ansvar att barn ges stöd men skriver inget om hur. I examensordningen finns specialpedagogens yrkesroll definierad i form av kunskaper, förmågor och förhållningssätt som utbildningen ska ge. Med anledning av detta har vi valt att studera hur några rektorer ser på specialpedagogens arbetsuppgifter samt vilka förväntningar de har på specialpedagogens yrkesroll eftersom specialpedagogens kompetens kan bidra med att skapa en inkluderande och stödjande lärandemiljö som gynnar barns utveckling och lärande. Det är en kvalitativ studie och handlar om tio rektorers beskrivningar där resultaten utvunnits ur tematisk analys på semistrukturerade intervjuer. I resultatet kan vi bland annat utläsa att rektorer anser att specialpedagogen har en viktig roll i förskolan och tycker att deras arbete är betydelsefullt då flera rektorer upplever att deras kunskap inte räcker till. Vi ser även att specialpedagogen är en viktig samtalspartner och bollplank till pedagoger i mötet med barn och vårdnadshavare i förskolans verksamhet. Rektorerna uttrycker en önskan om en verksamhetsnära specialpedagog som finns lättillgänglig men ser att det är en utmaning då denne ofta hör till flera rektorsområden. Trots det har rektorerna höga förväntningar både på specialpedagogens kunskap, arbetssätt och vad det ska ge i verksamheten. I vår analys har vi för att försökt tolka och förstå utifrån tre specialpedagogiska perspektiv, det kategoriska, relationella samt dilemmaperspektivet. Vi har även använt oss av sociokulturell teori samt systemteori.

<p>Abstract</p><p>Since 1990, special needs educators have been working in both primary and junior school. It has not been easy for the special needs educators to take authority when working with broader educational issues due to the varying requirements placed upon them. The object of this study is to examine how certain primary and junior school teachers describe their expectations of special needs educators and their professional role.</p><p>I have conducted individual interviews with three primary school teachers and three junior school teachers, who have at least five years experience of working within their respective fields. The interviews have been scrutinized, and the results are presented with the help of five different themes. The results were then analysed in accordance with the two perspectives of special needs education described by Persson (2001) those of both the relational and the categorical perspective.</p><p>Amongst other things the results show that the view of primary and junior school teachers with regards to special needs educators differ one from another. Primary school teachers have more expectations that the special educator will provide them with support for the whole working team, and how they can proceed to work with their pupils. Junior school teachers in contrast place more emphasis on the special educator working directly with the pupils, and not simply as a source of advice on working methods.</p><p>From the analysis we can conclude that primary school teachers have a viewpoint which lies much nearer to that of the relational perspective, whilst the junior school teachers’ are more recognizable as having a categorical viewpoint.</p><p>Keywords: Special needs educator, special education, one school for all, professional role, profession.</p> / <p>Sammanfattning</p><p>Sedan 1990 utbildas det specialpedagoger som arbetar i såväl förskola som grundskola. Det har inte alltid varit enkelt för specialpedagoger att få mandat att arbeta med sina uppdrag och förväntningarna på dem varierar. Syftet med denna studie är att undersöka hur några förskollärare och grundskollärare skolår 1-5, beskriver sina förväntningar på specialpedagogens yrkesfunktion.</p><p>Jag har genomfört individuella intervjuer med tre förskollärare och tre grundskollärare samtliga med minst fem års erfarenhet inom yrket. Intervjuerna har bearbetats och resultatet presenteras i fem teman. Resultatet analyserades sedan i relation till de två perspektiv på specialpedagogisk verksamhet som bland annat beskrivits av Persson (2001), det relationella perspektivet och det kategoriska perspektivet.</p><p>Resultatet visar bland annat att förskollärares och grundskollärares syn på specialpedagogens yrkesfunktion skiljer sig åt i denna studie. Förskollärarna ger i högre utsträckning uttryck för en syn på specialpedagogen som en resursperson för arbetslaget som de kan använda som stöd i sitt arbete kring barn i behov av särskilt stöd. Grundskollärarna däremot ger i högre utsträckning uttryck för en syn på specialpedagogen som en resursperson som utför det direkta arbetet med eleverna.</p><p>Av analysen framgår att förskollärarna i högre grad ger uttryck för ett synsätt på specialpedagogisk verksamhet som ligger nära det relationella perspektivet, medan grundskollärarna i högre grad ger uttryck för ett synsätt på specialpedagogisk verksamhet som motsvarar ett kategoriskt perspektiv.</p><p>Nyckelord: Specialpedagog, specialpedagogik, en skola för alla, yrkesfunktion, profession.</p>

As especializações do fonoaudiólogo na área de saúde coletiva, e saúde pública, ainda são escassas. As universidades focam sua grade curricular nas especialidades, formando um profissional competente em habilidades específicas, mas com falhas na formação do fonoaudiólogo generalista. Este é um paradigma a ser rompido e desta forma, faz-se necessário ter conhecimento sobre o profissional que está atuando na atenção primária à saúde. O objetivo esta pesquisa é caracterizar o perfil profissional dos fonoaudiólogos inseridos em Unidades Básicas de Saúde (UBSs) da cidade de São Paulo. É um estudo qualitativo e quantitativo, de base prospectiva através da aplicação de questionário semi-estruturado dividido em dois grandes eixos, sendo o primeiro Perfil Profissional e o segundo Competências Profissionais. O segundo eixo foi subdivido em três subitens: Atividades Desenvolvidas, Processo de Organização do Trabalho e Atribuições Profissionais. Foram tabulados e contatados todos os fonoaudiólogos atuantes em Unidades Básicas de Saúde do município de São Paulo, através do banco de dados do DATASUS. O instrumento utilizado foi um questionário semiaberto que foi aplicado auto preenchido pelos próprios profissionais. Os dados foram tabulados em planilhas individuais e analisados estatisticamente, além disso, foi realizada análise de conteúdo das respostas ao questionário. É notável a insuficiência de profissionais no sistema de saúde público, embora a Fonoaudiologia careça de estudos epidemiológicos que evidenciem esta necessidade, porém esta é uma possível justificativa para a priorização de atividades individuais (consultas e visitas domiciliares) em detrimento à atividades coletivas, o que afasta ainda mais o profissional de sua atuação enquanto apoiador matricial. É necessário investimento na formação para o SUS possibilitando que, mesmo em condições insuficientes, o profissional esteja fortalecido e empoderado para a atuação na saúde pública e coletiva / The universities focus the curriculum on the specialties, forming a competent professional in specific skills, but with failures in the training of the generalist speech pathologist.This is a paradigm to be broken and in this way, is necessary to produceknowledge about the professional that is acting in primary health care. The aim of this research is to characterize the professional profile of speech pathologists enrolled in Basic Health Units (UBSs) of the city of São Paulo.It is a qualitative and quantitative study, with a prospective basis by the application of a semi-structured questionnaire divided into two main axes, being the first Professional Profile and the second Professional Skills. The second axis was subdivided into three sub-items: Developed Activities, Work Organization Process and Professional Assignments. All speech pathologists working in Basic Health Units of the city of São Paulo were contacted and tabulated by the DATASUS database. The instrument used was a semi-structured questionnaire that was applied self-administered by the professionals themselves. The data were tabulated in individual spreadsheets and statistically analyzed; in addition, a content analysis of the responses to the questionnaire was performed. It is remarkable the insufficiency of speech pathologists in the public health system, although the Speech and Language Sciences needs epidemiological studies to evidence this need, but this is a possible justification for the prioritization of individual activities (consultations and home visits) to the detriment of collective activities, which further distract the professional from his role as a matrix supporter. It is necessary to invest in training for SUS, so that, even in insufficient conditions, the professional is strengthened and empowered to act in public and collective health

As especializações do fonoaudiólogo na área de saúde coletiva, e saúde pública, ainda são escassas. As universidades focam sua grade curricular nas especialidades, formando um profissional competente em habilidades específicas, mas com falhas na formação do fonoaudiólogo generalista. Este é um paradigma a ser rompido e desta forma, faz-se necessário ter conhecimento sobre o profissional que está atuando na atenção primária à saúde. O objetivo esta pesquisa é caracterizar o perfil profissional dos fonoaudiólogos inseridos em Unidades Básicas de Saúde (UBSs) da cidade de São Paulo. É um estudo qualitativo e quantitativo, de base prospectiva através da aplicação de questionário semi-estruturado dividido em dois grandes eixos, sendo o primeiro Perfil Profissional e o segundo Competências Profissionais. O segundo eixo foi subdivido em três subitens: Atividades Desenvolvidas, Processo de Organização do Trabalho e Atribuições Profissionais. Foram tabulados e contatados todos os fonoaudiólogos atuantes em Unidades Básicas de Saúde do município de São Paulo, através do banco de dados do DATASUS. O instrumento utilizado foi um questionário semiaberto que foi aplicado auto preenchido pelos próprios profissionais. Os dados foram tabulados em planilhas individuais e analisados estatisticamente, além disso, foi realizada análise de conteúdo das respostas ao questionário. É notável a insuficiência de profissionais no sistema de saúde público, embora a Fonoaudiologia careça de estudos epidemiológicos que evidenciem esta necessidade, porém esta é uma possível justificativa para a priorização de atividades individuais (consultas e visitas domiciliares) em detrimento à atividades coletivas, o que afasta ainda mais o profissional de sua atuação enquanto apoiador matricial. É necessário investimento na formação para o SUS possibilitando que, mesmo em condições insuficientes, o profissional esteja fortalecido e empoderado para a atuação na saúde pública e coletiva / The universities focus the curriculum on the specialties, forming a competent professional in specific skills, but with failures in the training of the generalist speech pathologist.This is a paradigm to be broken and in this way, is necessary to produceknowledge about the professional that is acting in primary health care. The aim of this research is to characterize the professional profile of speech pathologists enrolled in Basic Health Units (UBSs) of the city of São Paulo.It is a qualitative and quantitative study, with a prospective basis by the application of a semi-structured questionnaire divided into two main axes, being the first Professional Profile and the second Professional Skills. The second axis was subdivided into three sub-items: Developed Activities, Work Organization Process and Professional Assignments. All speech pathologists working in Basic Health Units of the city of São Paulo were contacted and tabulated by the DATASUS database. The instrument used was a semi-structured questionnaire that was applied self-administered by the professionals themselves. The data were tabulated in individual spreadsheets and statistically analyzed; in addition, a content analysis of the responses to the questionnaire was performed. It is remarkable the insufficiency of speech pathologists in the public health system, although the Speech and Language Sciences needs epidemiological studies to evidence this need, but this is a possible justification for the prioritization of individual activities (consultations and home visits) to the detriment of collective activities, which further distract the professional from his role as a matrix supporter. It is necessary to invest in training for SUS, so that, even in insufficient conditions, the professional is strengthened and empowered to act in public and collective health

<p>The purpose of this study was to examine and increase the knowledge about the way young, newly graduated social workers view their professional role considering their age and professional experience, how they experience the relation to their clients and colleagues and how these experiences all together affect the way the young social workers handle their professional role. Seven social workers in the ages between 23 and 25, who graduated from Socialhögskolan, Stockholm University, in January 2007, where interviewed. They also answered a questionnaire covering the similar questions as the interview. Little research had previously been made in this particular area, why the triangulation of methods was helpful in analyzing the results, with ata coming from two different resources. To analyze the data a multidimensional theory was used, containing coping theory, an experiential perspective, Antonovskys theory a sense of coherence, cognitive theory and role theory. In summary, the results showed that young newly graduated social workers experienced expectations both coming from them selves and their surroundings. Finding meaning in their work helped the respondents to handle stress. The relation to their clients and colleagues and the expectations all together participated in the development of their professional role.</p>

<p>The purpose of this study was to examine and increase the knowledge about the way young, newly graduated social workers view their professional role considering their age and professional experience, how they experience the relation to their clients and colleagues and how these experiences all together affect the way the young social workers handle their professional role. Seven social workers in the ages between 23 and 25, who graduated from Socialhögskolan, Stockholm University, in January 2007, where interviewed. They also answered a questionnaire covering the similar questions as the interview. Little research had previously been made in this particular area, why the triangulation of methods was helpful in analyzing the results, with data coming from two different resources. To analyze the data a multidimensional theory was used, containing coping theory, an experiential perspective, Antonovskys theory a sense of coherence, cognitive theory and role theory. In summary, the results showed that young newly graduated social workers experienced expectations both coming from them selves and their surroundings. Finding meaning in their work helped the respondents to handle stress. The relation to their clients and colleagues and the expectations all together participated in the development of their professional role.</p>

<p><strong>Syfte:</strong> Syftet är att beskriva och analysera hur en yrkesgrupp påverkas av förändrade kompetenskrav och upprepade verksamhetsövertaganden.</p><p><strong>Metod:</strong> Vi har gjort en kvalitativ fallstudie av ambulanssjukvården i Östergötland, en del av sjukvården som är offentligt finansierad men som drivs av en privat entreprenör. Såväl primär- som sekundärdata har använts.</p><p><strong>Teoretiska perspektiv: </strong>Teoriavsnittet innefattar offentlig sektors omvandling, kompetens, förändring, stress, yrkesroll och yrkesidentitet.</p><p><strong>Empiri: </strong>Primärdata har inhämtats från tre intervjuer med personer som har god kontakt med den specifika verksamheten och de anställda. Sekundärdata har inhämtats från tryckt litteratur och ett antal elektroniskt publicerade artiklar.</p><p><strong>Slutsats: </strong>Ambulanssjukvården har de senaste decennierna genomgått vissa förändringar. Verksamheten har privatiserats, blivit mer tekniskt avancerad och dessutom har Socialstyrelsen höjt kompetenskraven för de anställda. De ökade kompetenskraven har lett till en ökad fokusering på formell utbildning, och försök till att stärka yrkesidentiteten och strävan efter professionalisering.</p> / <p><strong>Aim:</strong> The aim is to describe and analyze how a group of professionals is affected by changed skill requirements and repeated business takeovers.</p><p><strong>Methodology: </strong>We have made a qualitative case study of the ambulance operations in Östergötland, a part of the health care that is publicly funded but run by a private operator. Both primary and secondary data have been used.</p><p><strong>Theoretical perspectives:</strong> The theoretical perspective includes the transformation of the public sector, competence, change, stress, professional role and professional identity.</p><p><strong>Empirical foundation:</strong> Primary data has been collected from three interviews with people who are connected to the specific operations and the employees in some way. Secondary data has been collected from literature and electronically published articles.</p><p><strong>Result: </strong>The Ambulance operations have gone thru some changes the last decades. The operations has been privatized, has become more technologically advanced and there has been an increase in the skill requirements for employees. These increased requirements have led to a greater focus on formal education, and attempts to strengthen the professional identity and a strive for professionalism.</p>

The purpose of this study was to examine and increase the knowledge about the way young, newly graduated social workers view their professional role considering their age and professional experience, how they experience the relation to their clients and colleagues and how these experiences all together affect the way the young social workers handle their professional role. Seven social workers in the ages between 23 and 25, who graduated from Socialhögskolan, Stockholm University, in January 2007, where interviewed. They also answered a questionnaire covering the similar questions as the interview. Little research had previously been made in this particular area, why the triangulation of methods was helpful in analyzing the results, with data coming from two different resources. To analyze the data a multidimensional theory was used, containing coping theory, an experiential perspective, Antonovskys theory a sense of coherence, cognitive theory and role theory. In summary, the results showed that young newly graduated social workers experienced expectations both coming from them selves and their surroundings. Finding meaning in their work helped the respondents to handle stress. The relation to their clients and colleagues and the expectations all together participated in the development of their professional role.

The purpose of this study was to examine and increase the knowledge about the way young, newly graduated social workers view their professional role considering their age and professional experience, how they experience the relation to their clients and colleagues and how these experiences all together affect the way the young social workers handle their professional role. Seven social workers in the ages between 23 and 25, who graduated from Socialhögskolan, Stockholm University, in January 2007, where interviewed. They also answered a questionnaire covering the similar questions as the interview. Little research had previously been made in this particular area, why the triangulation of methods was helpful in analyzing the results, with ata coming from two different resources. To analyze the data a multidimensional theory was used, containing coping theory, an experiential perspective, Antonovskys theory a sense of coherence, cognitive theory and role theory. In summary, the results showed that young newly graduated social workers experienced expectations both coming from them selves and their surroundings. Finding meaning in their work helped the respondents to handle stress. The relation to their clients and colleagues and the expectations all together participated in the development of their professional role.

Swedish health care is currently facing problems, such as lack of financial resources, staff shortage and dissatisfaction among patients and professionals. Patients’ dissatisfaction was the point of departure for the present study, and one approach dealing with this problem was investigated. It was hypothesised that a patient-centred perspective could offer a possible solution. The aim of the study was to explore health care professionals’ and medical students’ understanding of their professional role and the patient encounter. A further goal was to determine whether these understandings could be developed by educational interventions. Students and professionals have been either interviewed or responded to a survey about their professional role and the patient encounter. Qualitative analysis was used. One group- and one individualised intervention were carried out. The participants’ understandings of their professional role were taken as the starting point for learning. The results showed that a minority of medical students and professionals in diabetes care had incorporated a patient-centred perspective. Nurses in telephone advisory services recognised the patients’ needs, but experienced conflicting demands of being both carer and gatekeeper. A non-optimal match between patients’ needs and what professionals understand as their role could cause some of the problems. Competence development could be achieved by taking the participants understanding of the professionals’ role and of the patient encounter as a starting point for reflection. The results have implications for changes in organisation and education in health care, to optimise outcomes of care. Time for reflection, mentoring and professional development is needed.