An expected knowledge contribution is to make visible the work of some mother tongue teachers with teaching primary school pupils in difficulties and to draw attention to the phenomenon including mother tongue teaching. The theories used in the study for analysis of empirical data and discussion are sociocultural theory, differentiated teaching and inclusive perspectives. The applied method is a qualitative study with semi-structured interviews with four mother tongue teacher and analysis of four pedagogical plans in the subject mother tongue. The results show that the thr mother tongue teachers have a democratic understanding of inclusion. They plan their teaching with the students' conditions and needs in mind and carry out a teaching with flexibility for further adaptations, enable the student's pedagogical participation in groups and offer a varied teaching. The 4 four mother tongue teachers' work with pupils in difficulty in compulsory school can be regarded as good examples of inclusive mother tongue teaching. The respondents experience various pedagogical challenges in their work with students in difficulty, such as finding functional teaching strategies, offering challenging teaching for the student and the rest of the group, finding the right level for the tasks and supporting the student in achieving the knowledge requirements. The respondents highlight some developmental needs such as better communication with the schools, further training on neuropsychiatric disabilities and special educational efforts in theory and practice as well as more frequent collegial discussions.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-50431 |
| Date | January 2022 |
| Creators | sreis, Ahmad |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS) |
| 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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