AbstraktOlsson, Maria (2011) Elevers uppfattningar av åtgärdsprogram. (Students´ reflections about their Individual Educational Plan). Skolutveckling och ledarskap, Specialpedagogik, Lärande och samhälle, Malmö högskola.Syftet med mitt arbete är att undersöka hur elever uppfattar sina åtgärdsprogram samt att analysera hur deras medvetenhet kring åtgärdsprogram ser ut. Vet eleverna vad ett åtgärdsprogram innebär, och får eleverna det stöd de anser att de behöver för att klara sitt skolarbete? Min undersökning har baserats på enkäter med både slutna och öppna svarsalternativ. Metodvalet gjordes för att få en bredd i empirin samt ge underlag till en kvantitativ databearbetning. Resultatet i undersökningen påvisar att de yngre eleverna har svårare att sätta sig in i åtgärdsprogrammets innebörd. Empirin pekar även på att de äldre eleverna var mer medvetna om att de själva behövde ta ansvar för sitt lärande. Studien ger en bild av om hur elever uppfattar sina åtgärdsprogram. Underlaget är inte tillräckligt omfattande för att kunna dra några generella slutsatser när det gäller elevers uppfattningar om åtgärdsprogram, men i vissa delar överensstämmer resultatet med det som framkommit i litteraturen.

This essay is a comparative research between pupils' experience of how the headmaster, teachers and other school staff interpret and apply the democratic education. The results are based on a survey carried out in senior high school, as well as interviews with the school staff. The democratic education charge has a long history of Swedish school system and is the basis for the maintenance of a democratic society. Both policy paper of state investigations and researchers in the field, regard to school as the primary and unique instance in order to promote and develop democratic skills in children and young people. However, it is shown that those who come out from school lack of knowledge and awareness of democracy and the will to speak their mind. The increased globalization and the rapidly changing society places great demands on the individual in order to maintain a democratic society in future. The school staff within this study is very aware of the democratic education charge but points out that time for joint discussion and clarification of the charge towards the pupils would facilitate the work, this is confirmed by the pupils that to a large extent believes that the school system is working in accordance with what political papers says, but it does not take place in the same way and to the same degree among all the staff. There are also students who are not aware of the school democracy education mission. Pupils and staff have a common view of what democracy means and the skills required in future democratic society, especially communication skills. Something that indicates that the school system still manage to carry out its mission in spite of the fact that it is not expressed or evaluated. The staff carries out the democratic education charge on somewhat different ways could be interpreted as the school's view on the concept of democracy is alive and in accordance with the definition.