In this essay I follow the traditions of the continental didactics and use phenomenology and hermeneutics to examine how I, as a Special Educational Needs teacher, can develop my skills in making teachers adopt a more inclusive approach. The teachers and I have often got different agendas; I seek to change the teaching in order to fit the students, whereas the teachers wish for me to help the students manage the prevailing teaching practice. Traditionally this has been a task for the remedial teachers. In Sweden there is a difference, however a lack of clarity formally as well as practically, in the definition of these two professions, which indeed makes my assignment ever so challenging. One of the tools I have often applied is to plan and teach together with the teachers, to function as a role model. However, this method is not always a successful one and certain conditions seem necessary to make it work. In my conclusion I claim that motivation, voluntariness and security are three keywords but also that reflecting tutorial dialogues are of utter importance. My own approach is essential during these dialogues, how I choose to view the differences but also how eager I am to investigate the comprehension horizon of the Other, which ultimately leads to the question how willing I am to change myself in order to establish a genuine learning dialogue. Keywords: Special Educational Needs Teacher, master-apprentice, tutoring, learning dialogue, practical knowledge

<p>The purpose of this case study is to see how all the involved parties; students, custodians and teachers look upon ”A meeting of learning – personal development dialogue that is led by children and young people”, on a school south of Stockholm. Our questions at issue were to see what the students had learned from their personal development dialogue, if the custodians had received all the information they expected to get from a personal development dialogue, and last but not least if all the involved parties; students, custodians and teachers, wanted to continue with this model? We used interviews and paper questionnaires to collect answers to our case study and the questions at issue. In both the interviews and paper questionnaires we could see that an overwhelming majority had a positive opinion about students leading and “owning” their personal development dialogue, especially the students themselves. In their own comments they express that this experience has been fun, instructive, exciting and that they have developed their skills in; taking their own responsibility, planning, becoming aware of their knowledge and proficiency and what they need to improve, and making presentations about themselves. </p><p>A few custodians expressed that they hadn’t got all the information they expected from a personal development dialogue, things like more contact and more feedback from the teacher.</p><p>Over all 87% wanted to continue with this type of personal development dialogue that is led by children and young people.</p>

The purpose of this case study is to see how all the involved parties; students, custodians and teachers look upon ”A meeting of learning – personal development dialogue that is led by children and young people”, on a school south of Stockholm. Our questions at issue were to see what the students had learned from their personal development dialogue, if the custodians had received all the information they expected to get from a personal development dialogue, and last but not least if all the involved parties; students, custodians and teachers, wanted to continue with this model? We used interviews and paper questionnaires to collect answers to our case study and the questions at issue. In both the interviews and paper questionnaires we could see that an overwhelming majority had a positive opinion about students leading and “owning” their personal development dialogue, especially the students themselves. In their own comments they express that this experience has been fun, instructive, exciting and that they have developed their skills in; taking their own responsibility, planning, becoming aware of their knowledge and proficiency and what they need to improve, and making presentations about themselves. A few custodians expressed that they hadn’t got all the information they expected from a personal development dialogue, things like more contact and more feedback from the teacher. Over all 87% wanted to continue with this type of personal development dialogue that is led by children and young people.