This essay aims to examine how Swedish compulsory school teachers claims to handle dyslexia while educating and grading, and to what extent they are influenced by others while grading. This was examined through interviews with a phenomenographic approach and the participants were eight grade 9 teachers. The categories of description found in the analysis was then interpreted through researcher Claes Nilhoms dilemma perspective, focusing on the dilemma Equal Participation - Compensation. Regarding education, three main strategies occurred: actions directed towards all students, methods of compensation organized by the school and individualized methods of compensation. The former is closest to Equal Participation, the latter to Compensation and the school organized methods form a middle position somewhat closer to Compensation. As to grading, four categories of description emerged (here sorted by how they are placed within the dilemma, starting with Equal Participation and ending with Compensation): teachers who follows the central grading criteria; teachers who tries to adjust their grading to the needs of the society; teachers who makes a few general exceptions to the grading criteria and teachers who make whichever necessary exception in order for the dyslectic students to pass. Finally the teachers were relatively unaffected by others while grading.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-105735 |
| Date | January 2015 |
| Creators | Granholm, Erika |
| Publisher | Umeå universitet, Pedagogiska 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 |
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