Den svenska skolan har haft elever som bedömts vara i behov av särskilt stöd sedanfolkskolan infördes 1842. Hur denna undervisning bedrivits eller varit utformad har sett olika ut under olika tidsperioder. Vi ville ta del av lärares erfarenheter av särskilda undervisningsgruppers förändringsprocess över ett trettioårigt perspektiv, och lyfta fram förändringsprocessens positiva och negativa konsekvenser för eleverna i deras sociala utveckling och i lärandet så som lärarna uppfattar det. Studien har en kvalitativ ansats med narrativa intervjuer som metod. Den narrativa metoden syftar till att tolka och förstå lärarnas berättelser. Resultatet visar att de särskilda undervisningsgrupperna inte har genomgått någon större förändring under denna tidsperiod enligt lärarna, trots de organisatoriska förändringar som har skett. Men däremot har förhållningssättet mot eleverna förändrats under detta trettioåriga perspektiv, vilket har gynnat eleverna på ett positivt sätt. (En) The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers’ experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers’ stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way. / The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers' experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers' stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way.

<p>Den svenska skolan har haft elever som bedömts vara i behov av särskilt stöd sedanfolkskolan infördes 1842. Hur denna undervisning bedrivits eller varit utformad har sett olika ut under olika tidsperioder. Vi ville ta del av lärares erfarenheter av särskilda undervisningsgruppers förändringsprocess över ett trettioårigt perspektiv, och lyfta fram förändringsprocessens positiva och negativa konsekvenser för eleverna i deras sociala utveckling och i lärandet så som lärarna uppfattar det. Studien har en kvalitativ ansats med narrativa intervjuer som metod. Den narrativa metoden syftar till att tolka och förstå lärarnas berättelser. Resultatet visar att de särskilda undervisningsgrupperna inte har genomgått någon större förändring under denna tidsperiod enligt lärarna, trots de organisatoriska förändringar som har skett. Men däremot har förhållningssättet mot eleverna förändrats under detta trettioåriga perspektiv, vilket har gynnat eleverna på ett positivt sätt.</p><p>(En) The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers’ experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers’ stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way.</p> / <p>The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers' experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers' stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way.</p>

<p>The purpose of this study is to gain additional knowledge and a greater understanding of pupils experiences of joining a special teaching group.  The study focuses on pupils with special needs and the ambition has been to get a student perspective of how they perceive their education with special support. In addition, the study is concerned with<strong> </strong>how pupils perceive their special support and whether this has any relevance to their learning, development and future goals.</p><p>This study is based on Urie Bronfenbrenners theory <em>The ecology of human development.</em> The theoretical perspective highlights the interaction between the pupils and the school environment, which is important for development and learning. The study is based on a qualitative research method in the form of interviews. Ten pupils from two different municipalities have been interviewed.</p><p>The results show that pupils are positive to the special form of teaching in smaller groups and consider their present situation better than their earlier experience of regular curriculum in large classes. In the special education groups the pupils are able to acquire the knowledge and skills they<strong> </strong>need in order to achieve their future goals.</p> / <p>Uppsatsens syfte har varit att få ökad kunskap och större förståelse om elevers upplevelser av att gå in en särskild undervisningsgrupp. Studien handlar om elever i behov av särskilt stöd och utgångspunkten har varit att få ett elevperspektiv på hur de upplever sin skolgång med särskilt stöd och belysa deras positiva respektive negativa upplevelser om sin särskilda undervisningsform samt i den ordinarie undervisningen i sin dåvarande klass. Uppsatsen kretsar kring hur eleverna upplever sitt särskilda stöd och huruvida den har någon betydelse för deras lärande och utveckling. Dessutom huruvida eleverna känner att skolan erbjudit tillräckligt med resurser, för att uppnå deras framtida mål.</p><p>Uppsatsens teoretiska perspektiv belyser samspelet mellan eleven och dess närmiljöer vilket är betydelsefullt för att utveckling och lärande ska ske. Undersökningen baseras på en kvalitativ forskningsmetod i form av intervjuer. Där tio högstadieelever från två olika kommuner har intervjuats.</p><p>Resultatet av studien visade att eleverna var mer positiva till den särskilda undervisningsformen i en mindre grupp än med den ordinarie undervisningen i stor klass. I den särskilda undervisningen kunde eleverna tillgodose sig kunskaper och färdigheter till skillnad från den ordinarie undervisningen. Den särskilda undervisningen i skolan har haft stor betydelse för deras framtida mål.</p>

The purpose of this study is to gain additional knowledge and a greater understanding of pupils experiences of joining a special teaching group.  The study focuses on pupils with special needs and the ambition has been to get a student perspective of how they perceive their education with special support. In addition, the study is concerned with how pupils perceive their special support and whether this has any relevance to their learning, development and future goals. This study is based on Urie Bronfenbrenners theory The ecology of human development. The theoretical perspective highlights the interaction between the pupils and the school environment, which is important for development and learning. The study is based on a qualitative research method in the form of interviews. Ten pupils from two different municipalities have been interviewed. The results show that pupils are positive to the special form of teaching in smaller groups and consider their present situation better than their earlier experience of regular curriculum in large classes. In the special education groups the pupils are able to acquire the knowledge and skills they need in order to achieve their future goals. / Uppsatsens syfte har varit att få ökad kunskap och större förståelse om elevers upplevelser av att gå in en särskild undervisningsgrupp. Studien handlar om elever i behov av särskilt stöd och utgångspunkten har varit att få ett elevperspektiv på hur de upplever sin skolgång med särskilt stöd och belysa deras positiva respektive negativa upplevelser om sin särskilda undervisningsform samt i den ordinarie undervisningen i sin dåvarande klass. Uppsatsen kretsar kring hur eleverna upplever sitt särskilda stöd och huruvida den har någon betydelse för deras lärande och utveckling. Dessutom huruvida eleverna känner att skolan erbjudit tillräckligt med resurser, för att uppnå deras framtida mål. Uppsatsens teoretiska perspektiv belyser samspelet mellan eleven och dess närmiljöer vilket är betydelsefullt för att utveckling och lärande ska ske. Undersökningen baseras på en kvalitativ forskningsmetod i form av intervjuer. Där tio högstadieelever från två olika kommuner har intervjuats. Resultatet av studien visade att eleverna var mer positiva till den särskilda undervisningsformen i en mindre grupp än med den ordinarie undervisningen i stor klass. I den särskilda undervisningen kunde eleverna tillgodose sig kunskaper och färdigheter till skillnad från den ordinarie undervisningen. Den särskilda undervisningen i skolan har haft stor betydelse för deras framtida mål.