The aim of this thesis is to investigate, and thereby highlight, the new role of special needs teachers in conducting educational development in the fields of linguistics and literacy. The thesis defines how educational development, as described by special needs teachers, can be conducted and what conditions they perceive for such development. Factors which, according to special needs teachers, promote or hinder the development are discussed. The study uses a qualitative method involving knowledge-creating dialogues, analyzed hermeneutically, with two special needs teachers. Results are then discussed in light of relevant research and sociocultural theory. The study indicates that special needs teachers’ main tool, to support teachers, is diverse use of dialogue. Other examples include scaffolding by way of modelling and coaching in the classroom. The special needs teachers’ stories point to the great possibilities which they have, by virtue of their education and position within schools, to conduct development work. However, it is vital that teachers receive explicit support from their principals, as well as the agreement of teachers and principals on how to promote inclusion within the school's mission and responsibilities. Relevant factors include engaged time, curriculum, teachers’ attitudes, and with which legitimacy special needs teachers conduct educational development.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-36976 |
| Date | January 2015 |
| Creators | Gille, Sofia |
| Publisher | Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013) |
| 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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