Denna studie handlar om fördelningen av specialpedagogiska resurser och dess insatser inom vuxenutbildning.  Många studerande som jag har mött under åren inom vuxenutbildning har inte alltid haft en lyckad skolbakgrund att falla tillbaka på varför känslan, motivationen och oron inför studier i vuxen ålder många gånger kan vara befogad. Att som vuxen börja studera kräver många gånger mod, mod att ta till sig ny kunskap liksom mod att möta nya människor och nya förutsättningar. En del studerande har haft kontakt med elevhälsans specialpedagog under studietiden på grundskolan eller gymnasieskolan, dessa resurser efterfrågas periodvis även i vuxen ålder. Tillgången till detta stöd varierar. Den största anledningen till att specialpedagogiska insatser varierar skolor emellan tycks bero på att det inte är ett lagstadgat krav med elevhälsa inom vuxenutbildningen vilket innebär att tillgången till de specialpedagogiska insatserna ser väldigt olika ut beroende på hur resurserna fördelas och prioriteras. Tankarna kring likvärdighet och begreppet en skola för alla kan ifrågasättas utifrån detta tankesätt. I den här uppsatsen har jag fram för allt försökt söka svar på om det finns något samband mellan specialpedagogiska insatser i relation till måluppfyllelse och studieavbrott inom vuxenutbildning. Jag har gjort en enkätstudie där rektorer verksamma inom vuxenutbildning på gymnasial nivå varit mina respondenter och har fått besvara ett antal påståenden som berör dessa områden. Resultatet visar att det finns ett samband mellan dessa begrepp och att anledningarna till den ojämna fördelningen av specialpedagogiska resurser skiljer sig åt skolor emellan. Att få kunskap kring detta är värdefullt för att tydliggöra behovet av specialpedagogiska insatser inom vuxenutbildning och hur dessa på bästa sätt kan nyttjas. Att få svar på eller att finna samband mellan faktorer som orsakar studieavbrott ser jag som en viktig faktor vad gäller fortsatt arbete på förebyggande nivå för att förhindra dessa avbrott. / This study deals with the distribution of special educational resources and its efforts within adult education. Many students that I have met over the years in adult education have not always had a successful school background to fall back on which is why the feeling, motivation and anxiety about studying in adulthood often can be justified. Starting to study as an adult often requires courage, courage to gain new knowledge as well as courage to meet new people and new conditions. Some students have had contact with the student health special educator during the study period at primary or secondary school, these resources are also periodically requested in adulthood. Availability of this support varies The main reason for this variation is that student health is not a legal requirement in adult education, which means that the special educational interventions look very different depending on how resources are allocated and prioritized. The ideas around equality and the concept of a school for everyone can be questioned based on this way of thinking. In this essay, I have searched for an answers to whether there is any connection between special educational efforts in relation to goal fulfillment and study interruptions in adult education. I have made a survey study where school principals active in adult education at upper secondary level have been my respondents and have had to answer a number of statements that concern these areas. The result shows that there is a connection between these concepts and that the reasons for the uneven distribution of special educational resources differ between schools. Gaining knowledge about this is valuable in order to clarify the need for special educational interventions in adult education and how these should be used in the best way. I see getting answers to or finding connections between factors that causes study interruptions as an important factor in terms of continued work at a preventive level to prevent these.

The development of five individual pupils’ writing abilities, as reported by six of their teachers, is analysed. The thoughts and reflexions inspired by the everyday interaction between the teacher and the pupil suffering from some kind of reading and writing disability are presented. The purpose is to capture what was unique and characteristic in the measures that triggered a positive response in the pupils. Some of the questions answered in this study are: How does the phenomenon of reading and writing disabilities manifest itself in the classroom, and what are the consequences for the individual pupil of the various pedagogical measures available? One conclusion that may be drawn from this study is that there is no cut-and dried method for working with pupils suffering from reading and writing disabilities. Nor is there any such thing as a standard pupil with this disability. Instead, both the type and the extent of the problem vary greatly, and individual pupils develop their own personal strategies to cope with them and take in new knowledge. Also the skills of the individual pupils vary widely, and the possibility to use and develop them is dependent on the pedagogical context he/she is part of, on the actions of the individual teacher and several other interacting environmental factors. It also becomes clear that the ’capacity’ of the individual pupil, rather than being a fixed constant, is entirely dependent on the context. There is a strong correlation between the successful development of the pupil and the sensitivity, empathy, imagination, competence and ability of the teacher to capture opportunities as they arise. Some common features of the teachers involved in this study were that they helped their pupils to structure their thinking and involved them in their own acquisition of knowledge, and that their education was focused on the process rather than the goal. The methods they used were based on both theoretical knowledge and practical experience. They were well versed in many different theories and methods, and prepared to try different things till they found the best solution for the individual pupil. The communication between teacher and pupil was the cornerstone of their tuition. The classroom situation was characterised by a mixed group of pupils where individual measures constituted a natural component. The borderline between ‘ordinary’ and remedial teachers was deliberately blurred. Instead a spirit of constructive co-operation prevailed where all available resources were used in the work with the pupils. Events that promoted progress in the individual pupil were episodes where he experienced success and stood out in a positive sense among his class-mates. On these occasions the teacher had succeeded in identifying some specific skill possessed by the pupil, and made it visible also to the pupil himself and the people surrounding him. It was also a matter of identifying and challenging the individual weaknesses of the pupil, and of making him conscious of the progress he made. The social context surrounding the pupil did, of course, play a vital part in these positive events. This study demonstrates that a thorough linguistic diagnose followed by carefully tailored tuition is far superior to other kinds of remedial tuition in enhancing the reading-and writing abilities of the individual pupil. The common method of lumping together a group of pupils with widely varying types of reading and writing disabilities into a ’remedial class’ did, by contrast, appear to be an unfortunate strategy.