Many children in our schools suffer from reading or mathematical disabilities that halt their progress and limit their interest in their own education. Researchers from around the world agree that there are multiple similarities between these two disabilities that imply they are connected. However, it would seem that special teachers separate these disabilities and work with them individually, disregarding the implications of the research. The purpose of this work is to inquire into the methods and viewpoints of special teachers working with reading and mathematical disabilities. This work will also seek to compare these methods and viewpoints with those established by recent studies. To accomplish this the work has sought to answer critical questions: How do special teachers work with students suffering from these disabilities? How is the support structure for these students organized and envisioned? What opportunities and limiting factors do special teachers perceive in their work? The method for answering these questions was to interview 4 special teachers and observe their students during regular classes. The results show that the interviewed special teachers share similar viewpoints to those expressed by the researchers, but differ in their methods as previously mentioned. This indicates that special teachers are unable to effectively work with both of these disabilities at the same time, which may be due to a lack of knowledge regarding appropriate methods.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-167365 |
| Date | January 2018 |
| Creators | Pankolainen, Susanne |
| Publisher | Umeå universitet, Institutionen för språkstudier |
| 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 0.0017 seconds