<p>Abstract</p><p>The purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school’s duties towards pupils in need of special support.</p><p>The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago.</p><p>I came to the conclusion that today’s schools have changed to the better for the pupils with difficulties. During the 1990’s the problems around dyslexia was getting attention in the society. This made the school more aware about reading- and writing difficulties/dyslexia and gave them more knowledge about the difficulties.</p> / <p>Sammandrag</p><p>Syftet med denna uppsats är att få en inblick i hur skolan har förändrats under de senare åren vad gällande elever med läs- och skrisvårigheter/dyslexi. I litteraturgenomgången tas läs- och skrivsvårigheter/dyslexi upp och vad det finns för bakomliggande orsaker till varför vissa personer får dessa svårigheter. Vidare står det om vad skollagen och läroplanen säger om skolans skyldigheter till att hjälpa elever i behov av särskilt stöd.</p><p>Undersökningen som behandlades i resultatet omfattade intervjuer med en språkpedagog och en specialpedagog som är verksamma i två olika kommuner samt intervjuer med två före detta elever med dyslexi som gick i skolan för cirka 15-20 år sedan.</p><p>Resultatet av undersökningen visade på att dagens skola har förändrats till det bättre för elever med dessa svårigheter. Under 1990-talet uppmärksammades dyslexiproblematiken i samhället vilket gjorde att skolan blev mer medveten och fick kunskap om läs- och skrivsvårigheter/dyslexi.</p>

<p>The aim of this essay is to examine how students in 6-9 grade with reading and writing difficulties are treated and supported by teachers and staff at Ideskolan, a community school north of Stockholm. I have chosen to answer the following question:</p><p>- How does Ideskolan cope with and support students with reading and writing difficulties</p><p>This has in turn generated the following questions:</p><p>- How is special education organized at Ideskolan?</p><p>- Is a diagnose always needed in order to deploy extra support?</p><p>The method I have employed is observation while participating, together with informal talks and interviews. I have visited Ideskolan twice, one week at the time. The material that the visits have generated is the foundation of the essay, supported by previous research in the field.</p><p>The essay clarifies what right to special support students have according to law, regulations, curriculum and teaching plans and what they look like in reality at Ideskolan. This paper questions why schools focus on the individual student in these matters instead on the schools organisation and way of working. It might not automatically be the students’ difficulties with reading and writing that limits their continued learning, but rather the schools attitude towards students with special needs. Some ways of working might minimize the difficulties while some can increase them. If so, perhaps a change is in order?</p><p>The essay also discusses the role of the special teacher – should she be supporting the students or her colleagues, or both. It also discusses if the teacher training should evolve to better suite the need to handle students with reading and writing difficulties.</p><p>Even though Ideskolan recognizes the fact that two – three students in each class suffers with reading and writing difficulties the support to these students are inadequate. The school can excuse it self by saying that there is no “right way to go”, for each student with reading and writing difficulties are unique and there for require different support.</p>

Antalet andraspråkselever i den svenska skolan har idag ökat, vilket innebär att undervisningen behöver anpassas till de nya förutsättningarna. Den här litteraturstudiens syfte är att undersöka andraspråkselevers läs- och skrivutveckling och hur lärare genom multimodala arbetssätt kan stötta denna i ämnet svenska i årskurs 1 – 3. Resultatet i den här studien visar att lärarens stöttning har en avgörande betydelse vid andraspråkselevers utveckling och att det är viktigt att lärare har kunskaper om hur andraspråkselever lär. I studien redovisas även framgångsrika exempel på hur lärare kan stötta andraspråkselever genom att arbeta multimodalt. / <p>Svenska</p>

Syftet med studien är att analysera pedagogers berättelser om hur de upplever arbetet med identifiering och utredning av läs- och skrivsvårigheter hos nyanlända. Vi har samlat empiriskt material i form av intervjuer som vi har analyserat med hjälp av tidigare forskning samt teorier. De nio intervjuerna av speciallärare/specialpedagoger, SVA-lärare och modersmålslärare genomfördes på två skolor med ett stort antal nyanlända elever och på kommunens mottagningsenhet. I studien berättar pedagogerna att de upplever en stor utmaning kring identifiering och utredning av nyanlända elever med läs- och skrivsvårigheter. Det råder osäkerhet kring vem som ansvarar för vad och de beskriver att gränsdragningsproblem leder till att elever faller mellan stolarna. Pedagogerna har svårt att veta om problematiken beror på läs- och skrivsvårigheter eller bristande kunskaper i svenska språket vilket leder till både över- och underidentifiering. För att kunna ge nyanlända elever rätt stödåtgärder efterfrågas förutsättningar och former för samarbete och mer tydliga riktlinjer och rutiner. Enligt pedagogerna skulle det leda till mer likvärdig utbildning. Från intervjuerna framkommer också att identifieringen av läs- och skrivsvårigheter tar lång tid och att det saknas en utvecklad metod och ett heltäckande material för utredning. Bedömningen baseras ofta på pedagogens erfarenhet och i jämförelse med andra elevers utveckling i andraspråket.   Trots flera utmaningar är pedagogerna överlag positiva och har förslag på möjligheter och förbättringar; såsom kompetenshöjning inom andraspråksinlärning och läs- och skrivsvårigheter, mer användning av utredningsmaterial som är oberoende av språkkunskaper, fördjupat samarbete mellan olika professioner, tillgång till extern rådgivning och rekrytering av modersmålslärare bland nyanlända.       Vår förhoppning är att medverka till att skolor ser över sina riktlinjer och rutiner kring hur man identifierar och utreder läs- och skrivsvårigheter hos nyanlända elever / The purpose of the study is to analyze teachers' stories of how they experience the process of identification and investigation of the reading and writing difficulties of new arrivals. We have gathered empirical data in the form of interviews that we have analyzed using previous research and theories. The nine interviews of special education teachers / special educators, teachers teaching Swedish to newly arrived students and native mother- tongue teachers were made at two schools that have a large number of newly arrived pupils and at the municipal reception center. In the study the educators say that they are experiencing a major challenge identifying and investigating newly arrived students´ difficulties in reading and writing. There is some uncertainty about who is responsible for what, and they describe the demarcation problems leading to nobody feeling responsible for the problem. The teachers find it difficult to know if the problems are due to language difficulties or lack of knowledge of the Swedish language. In order to provide newly arrived students with proper support conditions and forms of cooperation as well as clear policies and procedures are requested. According to the teachers that would lead to a more equal education. The identification of reading and writing difficulties is said to take a long time and there is also a lack of a developed methodology and comprehensive materials to detect these difficulties. The assessment is often based on the teacher's experience and in comparison with other students´ learning a second language                                                                                                             Despite the challenges the educators are generally positive and have suggested facilities and improvements; such as increasing skills in how the pupils learn a second language and how to work with reading and writing difficulties, more use of investigative material that is independent of language skills, enhanced cooperation between different professions, access to external advice and recruitment of mother- tongue teachers among new arrivals. Our hope is to contribute to the schools reviewing their policies and procedures on how to identify and investigate the reading and writing difficulties of newly arrived students.

Syftet med studien är att undersöka hur några lärare på en grundskola beskriver att de arbetar med läs- och skrivinlärning i årskurs 1-3 samt hur de arbetar för att förebygga läs- och skrivsvårigheter. Studien är baserad på en intervjustudie och resultaten är analyserade med hjälp av begrepp från de tre specialpedagogiska perspektiven. Det sammanfattande resultatet visar att lärarna arbetar med liknande metoder i sin undervisning men att deras lärarutbildning gett dem olika kunskaper och ingångsvinklar kring hur de utformar sin undervisning. Gemensamma faktorer som de uppger som betydelsefulla att använda sig av är språklekar i början av läs- och skrivinlärningen och ett gott samarbete med både föräldrar så väl som speciallärare främjar elevernas läs- och skrivutveckling. En annan viktig faktor är att tidigt identifiera elever som stöter på hinder i sin läs- och skrivutveckling. En del av resultaten stämmer överens med den tidigare forskningen som jag har tagit del av. Dessutom har det uppkommit ett fynd i studien vilket är att lärarutbildningen har förändrats och det har även deras status de senaste tjugo åren och det har påverkat deras arbete på olika sätt. / The aim of this study was to research how a group of teachers at an elementary school described the methods that they used to teach reading and writing skills in grades 1-3, including practices used to prevent reading and writing difficulties. The study was conducted by interviewing teachers, and then analyzing the findings by applying the theoretical framework consisting of the three special educational perspectives. The summarized results showed that the teachers used similar methods of practice, but that their own university education had given them dissimilar sets of knowledge and perspectives on how they performed their teachings. Teaching methods that were used to prevent reading and writing difficulties were the usage of language games during the beginning stages of literacy development, and cooperation between parents and special education teachers. Another important factor was the early identification of pupils who faced challenges in reading and writing difficulties. Some of the results matched previous studies in the same area. An additional finding found is that teachers’ education has changed, as well as their status over the past twenty years, which has had an effect on their occupation.

[pt] Os conceitos de alfabetização e letramento são discutidos neste trabalho a partir da análise de práticas pedagógicas desenvolvidas por três professoras atuantes do primeiro ciclo do Ensino Fundamental, de uma escola pública de Niterói. O debate esteve respaldado principalmente nas obras de Magda Soares, que nos últimos vinte anos vêm tecendo um diálogo entre os dois conceitos, assim como na discussão realizada por Paulo Freire em que a alfabetização é pensada sob o ponto vista político e ideológico. Concomitante ao investimento nas questões teóricas foram realizadas observações sistemáticas nas salas de aula e entrevistas com as professoras pesquisadas. Estas revelaram contradições existentes no ensino da leitura e da escrita. O caminho encontrado para compreender tais contradições foi o diálogo com a antropologia, uma vez que esta disciplina busca compreender os fenômenos a partir da lógica dos sujeitos pesquisados. A escola como instituição de ensino da leitura e da escrita explicita um investimento maior no ensino da técnica de ler e escrever do que no desenvolvimento de práticas leitoras e escritoras. A literatura, entretanto, é um dos caminhos possíveis para o desenvolvimento de forma concomitante dos conceitos de alfabetização e letramento. O encaminhamento de propostas para o desenvolvimento de práticas sociais que envolvam a língua escrita revela a necessidade de reflexão sobre a concepção ideológica engendrada no processo de letramento. / [en] In this dissertation, I shall address the concepts of learning to read and write (alfabetização) and literacy on the basis of an analysis of the teaching practices developed by three public school teachers of 1st to 3rd grade children, in Niterói. The issues discussed in the text are based on Magda Soares attempt, over the last twenty years, to build a dialogue between the two concepts, as well as Paulo Freire s view that learning to read and write is a political and ideological issue. The procedures adopted in the research included theoretical based studies and systematic analysis of the subjects classroom practice, as well as interviews with them. The results indicate that the teaching of reading and writing presents contradictions. Anthropology was used in order to understand these contradictions, since this area of knowledge derives its understanding of phenomena from the analysis of the subjects rationale. As the institution responsible for the teaching of reading and writing, schools invest more effort in the teaching of techniques of reading and writing than the development of reading and writing practices. Nevertheless, literature seems to be an alternative for the development of form as well as of concepts regarding literacy and the learning of reading and writing. Proposals for the development of social practices involving written language reveal a need for reflection on the ideological nature of the process of literacy.

[pt] As narrativas do diário de aula de uma turma de alfabetização, escrito no período de fevereiro a dezembro de 1999, e tomado como empiria de pesquisa, fundamentaram esta dissertação na medida em que possibilitaram analisar práticas culturais e interações entre as diferentes personagens que compõem o universo escolar. A arquitetura de Mikhail Mikhailovitc Bakhtin - conhecimento, ética e estética - auxilia na reflexão da tessitura do diário. Exotopia, alteridade, discursividade, polifonia, enunciação, atitude responsiva ativa são apenas alguns dos conceitos bakhtinianos trazidos para a centralidade do texto. O primeiro capítulo focaliza a produção autobiográfica - memórias, diários, histórias de vida - dentro de um contexto mais amplo na sociedade; e destaca a autoria de professores na escrita de diários de aula como instrumento de viver a prática, pensá-la criticamente e reorganizá-la. O segundo capítulo descreve caminhos e marcas que contribuíram na escolha profissional; e discute criticamente experiências culturais na aquisição da língua escrita diante de dilemas e contradições inerentes à ação pedagógica. O terceiro capítulo é um mergulho mais abrangente nas tramas do diário da turma de alfabetização. Problematizando questões de quatro grandes vertentes enunciativas - a fala das crianças, da professora, das famílias e da escola - sublinha o papel de cada personagem nas identidades e subjetividades entrelaçadas pela dinâmica relacional coletiva do cotidiano escolar. / [en] This dissertation - founded on the narratives extracted from the journal of a class in the learning process of reading and writing, and which was written from February through December 1999 - will be taken as an empiric basis for research, as it enables the analysis of cultural practices and interactions among the different characters, which constitute the school universe. Mikhail Mikhailovitc Bakhtin´s architecture - knowledge, ethics and esthetics - assists in the reflection of the journal compositional texture. Exotopia, alterity, dialogism, polyphony, enunciation, active responsive attitude, are just few of Bakhtin´s concepts that were brought to the text centrality. The first chapter´s main focus is the autobiography production - memories, journals, life-based stories - within a broader context in society. It also emphasizes the teacher´s authorship of the journal, as a tool for experiencing, critically thinking and reorganizing the practical aspects of life. The second chapter describes ways and hallmarks, which have contributed to the author´s professional choice. It also critically discusses cultural experiences in learning a written language, while facing the dilemmas and contradictions that are inherent to the pedagogic action. The third chapter is a deeper dive into the texture of the class journal. By questioning certain issues from four big enunciative streams - the speech of learning-in-process children, teachers, families and school - it underlines the role of each character in the identity world and subjectiveness, intertwined by the collective relational dynamics of the school daily routine.

Esta pesquisa busca compreender os processos e efeitos produzidos pela aprendizagem insuficiente da leitura e escrita dos alunos do 3º ciclo de formação do ensino fundamental da Escola Plural - projeto político-pedagógico da rede municipal de ensino de Belo Horizonte, implementado a partir de 1995 - que se propõe à inclusão e à garantia de direitos dos alunos. Procurou-se examinar as alternativas adotadas pelas escolas para tratar das dificuldades desses alunos ao longo do ensino obrigatório e compreender os processos que levaram à aprendizagem insuficiente da leitura e escrita e seus efeitos nos alunos do 3º ciclo. Foram analisadas ainda as estratégias de sobrevivência escolar adotadas por eles e a contribuição do contexto escolar no processo de inclusão/exclusão dos alunos do mundo letrado. Duas escolas da rede municipal de ensino de Belo Horizonte constituíram o locus da pesquisa. Em cada uma delas foram escolhidos quatro alunos aí matriculados desde o início do ensino fundamental, que apresentavam as caracrísticas mencionadas. A pesquisa foi realizada no segundo semestre de 2004, por meio de entrevistas semi-estruturadas com profissionais do ensino, familiares e os próprios alunos. Sempre que disponíveis, foram também colhidos outros dados sobre o percurso dos alunos ao longo da escolarização Constatou-se a insuficiência das ações da escola para enfrentar, nesses casos, o fracasso escolar, contribuindo para configurá-lo como tal, tendo-se verificado que a presença desses alunos nos anos mais avançados do ensino fundamental altera os códigos educacionais subjacentes à cultura escolar vigente, e ao fazê-lo, cria novas demandas e impasses. Foi possível ainda verificar os múltiplos fatores que corroboram a configuração do fracasso: condição social, questões de raça e gênero, frágil condição das famílias para responder as demandas escolares e incapacidade do poder público para garantir condições básicas de sobrevivência ao público em situação de exclusão social. / This research seeks understanding the processes and effects produced by insufficient writing and reading learning of third cycle students from elementary level of \"Plural School\" - political project from the city school system in Belo Horizonte, implemented in 1995 - which proposes inclusion and guarantee of students\' rights. The researcher examined the alternatives schools adopted to treat students\' difficulties along school period and understand the processes which led to third cycle students\' insufficient reading and writing learning. Survival school strategies they adopted and the school contribution in students\' inclusion/exclusion processes in the reading world were also analysed. Two schools of the city system in Belo Horizonte were the locus of research. In each of them, 4 students who had the mentioned characteristics and who had been studying there since 1st grade were chosen. The research was realized during the second semester of 2004, through semi-structured interviews with teaching professionals, students\' family and the students themselves. Whenever possible, other data about students\' performance along school life were collected. The research showed school inability to deal with failure and the presence of these students in advanced years of elementary school makes educational codes which are related to current school culture different from what it should be. Thus, new demands and new obstacles are created. It was also possible to observe the multiple factors which confirm failure configuration: social condition, race and gender aspects, families\' fragile condition to respond to school demands and inability of government to guarantee basic survival conditions to people in social exclusion condition.

Este trabalho traz o relato e a análise de uma experiência e uma reflexão sobre alfabetização de jovens e adultos. Buscamos, por meio da nossa vivência, discutir sobre estratégias didáticas e a contribuição do conhecimento geográfico e da literatura, visando evitar um ensino mecânico e sem sentido para o aluno no processo de alfabetização e que resulte numa aprendizagem significativa. Na nossa concepção sobre alfabetização, devemos promover o desenvolvimento de habilidades que garantam, não apenas, a aquisição do sistema de escrita e de leitura, mas também, ofereça novos conhecimentos aos alunos / The present work brings the report and analysis of an experience, and a reflection upon the instruction in reading and writing of young and adult students. By using our practical experience, we seek to discuss didactic strategies and the contribution of geographic and literary knowledge, aiming to avoid a mechanical and meaningless teaching for the student in the process of literacy acquirement, which will result in significant learning In our concept of literacy acquirement, we should promote the development of skills that not only guarantee the acquisition of the writing and reading systems, but that can also offer students new knowledge

A presente pesquisa tem como objetivo apreender as representações docentes acerca de concepções básicas do Currículo proposto pela Secretaria de Educação do Estado de São Paulo em 2009: a leitura e a escrita, que são tomadas como um eixo prioritário nas diferentes áreas do Ensino Médio, e a aprendizagem por competências. A expectativa de que o confronto entre as representações e os princípios curriculares pudessem resultar em subsídios para compreender as formas de assimilação do programa e suas possíveis implicações pedagógicas fortaleceu a iniciativa deste estudo. Assim, considerando a complexidade inerente ao processo de inovação curricular baseado em princípios específicos e desafiadores, a investigação partiu da seguinte questão: como a proposta do Currículo oficial do Estado de São Paulo para o trabalho centrado nas competências em leitura e escrita no Ensino Médio está sendo incorporada pelos docentes? Tomando como pressuposto que a possibilidade de implementação do novo passa pela assimilação conceitual dos professores, que se evidencia no plano discursivo, buscou-se na Teoria das Representações de Lefebvre a fundamentação teórica para a análise das entrevistas realizadas com 12 professores de diferentes áreas de uma escola estadual da Grande São Paulo, o que permite situar o trabalho como um estudo e caso. Com base no mapeamento das concepções docentes, feitas em dois eixos de abordagem - a leitura e a escrita no Ensino Médio e a aprendizagem por competências -, foi possível apreender diferentes representações. No primeiro eixo, a leitura e escrita podem ser compreendidas como recurso para o acesso ao saber escolar, o acesso ao mercado de trabalho, a compreensão sobre o mundo e a ação sobre o mundo. No segundo eixo, as competências aparecem ora sob a forma de representação dicotômica, segregando conteúdos e competências, ora como representação sincrética que, em uma perspectiva prática, vincula competências à leitura e escrita, ou ainda como representação analítica, processada no plano teórico em argumentos que se aproximam da concepção prevista pelo Currículo. No conjunto dos depoimentos, observa-se que a presença do novo altera posturas, desencadeando reações de adesão ou de resistência em diferentes modos de representar os princípios propostos pela SEE. Daí a dificuldade de se garantir na escola a assimilação uniforme, plena e profunda entre os docentes a ponto de fortalecer o trabalho em equipe e subsidiar uma implementação da proposta coerente com o novo paradigma curricular. Mais do que a transmissão de ideias, a assimilação dos novos princípios faz parte de um complexo processo de entendimento e ressignificação do trabalho escolar, além da disponibilidade para lidar com a revisão das práticas. / The present research aims to understand the teachers representations about the basic assumptions of curriculum proposed by the Education Department of the State of Sao Paulo in 2009: Reading and writing, which are taken as a priority in different areas of the high school, and learning skills. The expectation that the confrontation between the representations and principles curriculum could result in subsidies to understand the forms of assimilation of the program and its possible pedagogical implications of this study strengthened the initiative. Thus, considering the complexity inherent in the process of curriculum innovation based on specific principles and challeng ingresearch came from the following question: as the official curriculum of the proposed State of Sao Paulo for work focusing on skills in reading and writing in high school is being built by teachers? Taking for granted that the possibility of implementing the new concept involves the assimilation of teachers, which is evident in the discursive level, we sought in the Representation Theory of Lefebvre for the theoretical analysis of interviews with 12 teachers from different areas of a state school in the Greater Sao Paulo, which allows the work place and as a study case. Based on the mapping of concepts teachers, made in two lines of approach reading and writing in high school and learning skills was possible to identify different representations. The first axis, reading and writing can be understood as a resource for access to school knowledge, access to the labor market, the understanding of the world and action on the world. In the second axis, the powers appear sometimes in the form of dichotomous representation, separating content and skills, sometimes as syncretic representation, in a practical perspective, links to reading and writing skills, or as analytic representation, processed in the theoretical arguments for approaching the design provided for the curriculum. In all the interviews, it is observed that the presence of the new changes positions, triggering reactions of acceptance or resistance in different ways to represent the principles proposed by ESS. Hence the difficulty of ensuring the assimilation in school uniform, full and deep among teachers as to enhance teamwork and support an implementation of the proposal consistent with the new curricular paradigm. More than the transmission of ideas, the assimilation of the new principles is part of a complex process of understanding and reframing of school work, plus the willingness to deal with the review of practices.