AbstractThe Swedish public school system claims to be a school for all. This means in particular that school is, not only open to all children between 7 and 16 years, but also that compulsory schooling prevailing. Our society's development is making increasing demands on the theoretical capacity, and school's goals aligned in the same direction. The proportion of pupils failing to achieve the goals are increasing in number, a failure which has major implications not only for the individual student but also for society at large. This study's focus is directed against a group of students where the reason for this is a lack of ability to abstract thinking. The study isabout children and adolescents, probably about 15 percentof all Swedish schoolchildren, who, after a test ports normal variation lower end of the intelligence quotient (IQ) 70-85 and shall become low intelligent. In a qualitative approach this study has involved teachers in primary school, interviewed in depth in order to examine how they describe their experiences of low intelligent students' school situation. In essence, the issue moved two areas, this student group's ability to achieve the objectives of today's schools and how schools need to be designed in a waythat students with low intelligence should have the same opportunities to achieve the goals as other students. The results show that all teachers have experience of pupils with low intelligence and their difficulty in achieving educational goals for schools. In all cases described the student fails to achieve satisfactory grades and will be subject to appropriate curriculum and support activities. The teachers describe how they work in different ways to find alternative learning objectives for these students.Common to all educators are ultimately to support the student through school while maintaining self-esteem and confidence in his ability. This with focus on individual learning and knowledge development. If pupils with low intelligence should have the same opportunities to achieve these goals requires school activities designed to be different, according to all educators. Emphasis is placed on the need for adequate resources and how they need to be shared more fairly. Knowledge of all stages, from policy makers to the teacher about what low intelligence is, subject content, teaching methods and grading systems are additional aspects of howschool needs to be adapted to all pupils should be offered the opportunity to achieve the goals.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-8787 |
| Date | January 2011 |
| Creators | Åsebring, Karin |
| Publisher | Karlstads universitet, Estetisk-filosofiska fakulteten |
| 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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