For some time now, the debate about "a school for all" has been debated in public contexts. In Sweden, the emphasis was on all schools working more towards prevention and health promotion. The special educator's role then became to help teachers to find strategies and give them tools to be able to adapt their teaching based on the students' different conditions. Which means that all students would have a common teaching in one and the same classroom. The purpose of this study is to investigate whether the special educational competence is utilized at the school with regard to preventive and health-promoting work. The empiric consists of ten semi-structured interviews with ten special educators at various primary schools in the Stockholm area. The results of the study show that all schools work preventively and health-promoting, but not to the extent that the special educators want. The interviewed special educators feel that the time is not enough for all students in need of special support to receive the help they need to achieve their knowledge goals. The biggest obstacle that emerged is that the special educator's skills acquisition is made more difficult due to the diversity of tasks. There is also resistance among teachers to want to work more differentiated and to see students' differences as an asset according to the special educators.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-190216 |
| Date | January 2020 |
| Creators | Van Beuningen, Camilla, Åberg, Danni |
| Publisher | Stockholms universitet, Specialpedagogiska institutionen, Stockholms universitet, Specialpedagogiska institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0106 seconds