This study investigates how the use of alternative tools are implemented in teaching in elementary school instruction for pupils with reading and writing difficulties in a municipality. The following questions are asked: What are the routines for the implementation of the alternative tools? How do pupils with reading and writing difficulties use alternative tools in their schoolwork? How do teachers enable the use of alter-native tools in the schoolwork for pupils with reading and writing difficulties? What is the role of the special education teacher in the implementation of the alternative tools in schoolwork for pupils with reading and writing difficulties in different stages in elementary school? Two methods were used, webb survey for principals, special education teachers and teachers and interviews with three pupils, three teachers and three special education teachers. The results showed that there are certain, but differing, routines in the municipality. Students use alternative tools in all grades. Teachers want to use the tools but doesn´t always enable it in their teaching. The special education teachers have a keyrole in the implemen-tationprocess. The conclusion is that routines and roles need to be properly specified throughout the im-plementationprocess. Students and teachers need more knowledge and continuous support in their use of tools.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-116718 |
| Date | January 2016 |
| Creators | Norberg, 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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