This thesis examines what the meeting with school requires for eight young people who are in the role of students assessed as having reading and writing problems. The overall aim of this study is to gain a deeper understanding of what the meeting with the school's requirements implies for young people who, in the role of elementary school students, secondary school students and students in the first year of upper secondary school, are assessed as having reading and writing difficulties. The study´s theoretical framework has its starting point in the symbolic interactionism, a theory which is based on a sociological perspective and which gives an explanation of how the socially constructed individual is created. The theory refers to the conception that man´s thinking can be understood through storytelling and through communicating understanding to others from a storytelling perspective. The symbolic interactionism also has an impact on how people form activities when they interact with each other and how identity building is formed. It is also important for how the students prepare for the future, including their personal life planning. The method life stories reflects the life that is possible to tell in a specific culture, when the researcher is interested in the experiences from a longer time perspective. When collecting empirical material, qualitative interviews were conducted on two occasions, one at the end of year nine in secondary school and one in the end of year one in upper secondary school. Altogether, seventeen interviews were carried out; one pupil was interviewed three times. The interviews were conducted using evidence from three secondary schools as well as seven upper secondary schools in different areas of Mälardalen. The results show that the help and support given to the students during the nine years of elementary /secondary school and upper secondary school varies. The transition to upper secondary school and the transfer paper to accompany the pupil did not work satisfactorily. This study indicates the importance of how schools should deal with students with reading and writing problems in the future. The students also want the teachers to generally have a deeperknowledge of dyslexia, that is to say, of the different difficulty levels and a deeper knowledge of how the school should deal with students with reading and writing problems in the future. The three themes in focus of the study are: (1) learning, (2) attitude (3) one's own self and the future.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mdh-31357 |
| Date | January 2016 |
| Creators | Ekegren Johansson, Elisabeth |
| Publisher | Mälardalens högskola, Utbildningsvetenskap och Matematik, Västerås : Mälardalen University |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Licentiate thesis, monograph, info:eu-repo/semantics/masterThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | Mälardalen University Press Licentiate Theses, 1651-9256 ; 229 |
Page generated in 0.0017 seconds