The purpose of the study is to investigate how school educators adapt teaching to meet students in theoretical difficulties. The aim is also to get an insight into the educators' experiences about these students and how they talk about these children in conversation with colleagues, parents and school management. This in order to compare and analyze if the language is different from the conversation with parents, colleagues and school management. To answer my purpose, I have used four questions. These questions have been used in interviews of educators who meet and teach students in theoretical difficulties every day in elementary school. These six educators, four women and two men have a long experience in working with children and young people. My study of the experiences of these six educators shows that educators adapt teaching based on the needs of each student. Sometimes the special education teacher/special pedagogue is also in the process of selecting the right adjustments. The adjustments are tested a number of weeks before they are followed up. The most common customizations are compensational tools such as computer, speech synthesis, spell checking, image support, clear instructions, limited tasks, custom material, and understanding. There is no diagnosis for students in theoretical difficulties, which is not required by the educators. This makes it difficult to talk with parents, colleagues and school leaders because the term "student in theoretical difficulties" is not used. The students are named based on their strengths and difficulties. This is done because the educators find it hard to speak of a low talent. From a special pedagogical perspective based on the results, educators need to be responsive to the student's feelings, thoughts and opinions about the school situation. Successful educators support students increase motivation for school work. Educators need to focus on the learning environment and regularly reflect on the students' school situation. They need to let students be active about decisions concerning the pupil's school day. Students lack understanding in their knowledge learning because they have difficulty analyzing, comparing and reflecting. This means that educators must work to make the knowledge understandable to the student.Working actively with relationships between student-student and student-educator gives positive results for student development. Educators need to try different solutions and stick to them so that it is possible to evaluate the actions. Based on the results of the evaluation, students' difficulties may decrease when the measures have worked. Pupils with learning difficulties can have motor difficulties. If the students receive continuous motor training, learning is affected positively. Their concentration and motor skills are increasing as more physical training. These positive effects affect rough, fine motor skills, reading, writing ability, speech, room’s perception and thinking skills.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-34307 |
| Date | January 2017 |
| Creators | Ramstorp, Camilla |
| Publisher | Malmö högskola, Fakulteten för lärande och samhälle (LS), Malmö högskola/Lärande och samhälle |
| 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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