Syftet med denna studie var att synliggöra vårdnadshavares upplevelser av specialpedagogens stöd inom habiliteringen. Det vi har önskat undersöka i denna studie var: Hur vårdnadshavare beskriver det stöd som specialpedagogen på habiliteringen har erbjudit familjen samt vilket stöd, vårdnadshavare har önskat få från specialpedagogen på habiliteringen. Studien är en kvalitativ studie med semistrukturerade intervjuer. Dessa genomfördes med vårdnadshavare som har sina barn inskrivna på habiliteringen. Intervjuerna spelades in, transkriberades och analyserades med hjälp av tematisk analys. Vår teoretiska utgångspunkt är de specialpedagogiska perspektiven med fokus på dilemmaperspektivet samt [KASAM] som står för, en känsla av sammanhang. Fokus har lagts på dessa då vi ser hur komplext arbetet är i förhållande till de barn som är inskrivna på habiliteringen. Det vi har kunnat urskilja i vår studie är att det saknas information till familjerna om vilket typ av stöd de har rätt till eller har möjlighet att få. Dessutom saknas regelbundna individuella planer som följs upp, utvärderas och revideras i en dialog med familjerna. Vi har också kunnat se att det skiljer sig åt mellan kommuner, beroende på vem/vilka som är anställda vid det tillfälle hjälpen behövs och hur mycket förkunskap familjerna själva har. Vidare ser vi att denna studie i förlängningen kan bidra till en utveckling inom habiliteringen som instans i deras riktade insatser mot hemmen och för att förtydliga specialpedagogens roll i samband med det, likaledes att vårdnadshavares upplevelser och önskemål tas i beaktande i större utsträckning.Nyckelord: / The purpose of this study was to shine a light on the experiences that caregivers have from the help of the special education coordinator within the Swedish habilitation system. The aim of the study is to find out: How the caregivers describe the support their family has gotten and what type of support they wished for, from the special education needs coordinator at the different habilitation centres. The study is a qualitative study conducted with semi structured interviews. The interviews were carried out with parents who have children enrolled at the habilitation centres. The interviews were recorded, transcribed and analysed with a thematic analysis method. Our theoretical background originates from different perspectives on special education, focusing on the dilemma perspective and also [SOC] which stands for a sense of coherence. The focus has been placed on these as we see how complex the work is around children who are enrolled at the habilitation centres. What we have seen in the study is that there is a lack of information to the families regarding the rights they have. There is also a lack of individual planning that is evaluated and revised regularly in a dialogue with the families. We can also detect that there is a discrepancy between the support caregivers get from different municipalities. And a difference in the support depending on the personnel at the habilitation centre and how much knowledge the families have in advance. The study’s result indicates that it would be important to develop routines at the habilitation centres, as they work with the families and their targeted efforts towards clarifying the role of the special education need coordinators in connection with it. And that caregivers' experiences and wishes are taken into account to a greater extent.

In Swedish schools, students have a statutory right to support if the need arises. According to The Education Act, the workflow with support measures can briefly be described as: if needs are noticed, then support measures in the form of additional adjustments must be made. If the additional adjustments are insufficient, the investigation of the needs for special support must be initiated, which may result in the establishment of an action program, that regularly must be followed up and evaluated. Between an external and an internal boundary that is between the Education Act and the school culture a so called Scope for Action (frirum) can be found, according to Berg (2003). Schools’ actor-preparedness (aktörsberedskap), that is prerequisites, affect how the Education Act according to the workflow with support measures is interpreted and put into practice. The purpose of this study is therefore to identify and examine the Scope for Action when it comes to workflow regarding support measures. To do this the perspectives of SENCOs (Special Educational Needs Coordinator) in Upper Secondary Schools will be collected through interviews. Berg’s (2003) Scope for Action Model (frirumsmodell) will be applied and used as a tool for interpretation and explanation of these interviews. Additionally, in the search for and interpretation of ‘frirummet’ Wall’s (2018) study of the Education Act from an administrative law perspective is used. The inquiries are therefore what the workflow in terms of support measures looks like from a special educator’s perspective, what characteristics and consequences of ‘frirummet’ that can be identified and what characterizes the actor-preparedness. The results point to a number of ways of utilizing the scope for Action, for example when it comes to acknowledge and identify needs, define and use of concepts, documentation practice and workflow according to support measures. In the structures and routines described by the SENCOs, expressions of Berg's (2003) actor-preparedness can be discerned to varying degrees. At the same time as the SENCOs' descriptions in many ways point to an aspiration for interprofessional collaboration and collective autonomy, there are also clear traces of specialization and individual autonomy. The question is whether the variation is due to possible ambiguity with associated interpretive space in the Education Act or to the schools actor-preparedness where resources could be a part. The results however show that how The Education Act is set to practice varies not only depending on how detailed the law is but also depending on local interpretations, conditions and decisions. The question of legal certainty therefore arises.

Developmental language disorder (DLD) is a communication disorder which can greatly affect a child’s ability to achieve academic goals. In Sweden, all children have the right to receive the support they need in school. To ensure the needs of students with DLD are being met, more studies are needed regarding teachers’ knowledge about DLD as a diagnosis, their experiences related to working with these students, and their experiences of relevant interprofessional teamwork. The purpose of this study is therefore to shed light on the professional situation for teachers of students with DLD. The results of the study are based on focus group interviews with 19 teachers from 17 different counties in Sweden. The interviews were transcribed and then analyzed using content analysis. The study found that the participating teachers experience DLD as a diagnosis which greatly affects students’ goal achievement as well as their socio-emotional well being. The participants also underlined the lack of instruction related to DLD in teacher training programs and described that this lack of instruction sometimes led them to feel unprepared in their work with these students. Interprofessional collaboration was lifted as an especially important aspect of work with children with DLD, but many experienced the circumstances at their workplace as suboptimal for effective teamwork. The teachers specifically expressed a desire for more collaboration with SLPs and highlighted the importance of knowledgeable and competent school leadership. The results of the study indicate a need for children with DLD to be more highly prioritized both in the education of teachers but also in the allocation of resources within schools. Additionally, in order to achieve more equitable access to education for these students, teachers feel that SLPs need to be more closely involved at the school level. / Likvärdig utbildning för barn med språkstörning - En studie om måluppfyllelse, erfarenheter och deltagande