The aim of the study is to examine how Swedish teachers, special needs teachers and special education teachers experience cooperation in assessments and pedagogical practices towards upper secondary school students facing reading difficulties. We also aim to investigate how these pedagogues experience cooperation in providing appropriate support for these students. Four teachers, two special needs teachers and two special educators participated in qualitative semi-structured interviews. The result shows the importance of a well-functioning communication when students leave compulsory school for upper secondary school, to make sure that information about language difficulties and special educational needs is passed on. The result also highlights the need of resources for long term reading interventions as well as an experienced need to increase teachers’ competence regarding language difficulties and additional adjustments.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-167547 |
| Date | January 2020 |
| Creators | Olofsson, Erika, Larsson, Erika |
| 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 |
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