Abstract The purpose of this study was to examine what procedures there are to discover reading difficulties amongst students with another mother tongue than Swedish, and what teaching strategies teachers use in their teaching of these students. Teachers' competences were also examined. The data consisted of one focus group interview with teachers, four interviews at the organizational level as well as 68 questionnaires to teachers. The result from the respondents and informants research questions were thematised and collated and compared with the background of the research. The result shows a lack of routine for revealing multilingual pupils with reading difficulties. The municipality where the study was conducted in 2012 focused on a language developing project, which has affected teachers' teaching strategies. However, teacher training in multilingualism is largely demanded among teachers. Conclusions from the study were that a routine to alert multilingual pupils in reading difficulties needs to be created. Even though there is recognition of the importance of early detection and early intervention when it comes to literacy development, multilingual pupils are rarely targeted with these efforts. Teachers are unsure about effective strategies for these students, this requires further skill enhancements.

Syftet med arbetet är att få en bild av hur åtta specialpedagoger arbetar med, talar om, upplever och genomför kollegahandledning i förskola och grundskola. Med hjälp av intervjuer ville vi se hur de utvalda specialpedagogerna arbetade med kollegahandledning samt få veta vilka erfarenheter de hade. De intervjuade specialpedagogernas svar har blivit sorterade i teman och kategorier med hänsyn till likheter och olikheter, vilka uttrycker olika kvalitativa aspekter utifrån hur de gestaltar sig i intervjuerna. Intervjuerna blev analyserade för att se hur de åtta specialpedagogerna utförde handledning. / Pedagogical Councelling Given by Special Pedagogues. A Study of Eight Special Pedagogues´ Councelling.