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  • Tjernberg, Catharina, 1953- (författare)
  • Specialpedagogik i skolvardagen En studie med fokus på framgångsfaktorer i läs- och skrivlärande
  • 2011
  • Licentiatavhandling (övrigt vetenskapligt)abstract
    • This is a praxis-oriented case study of written language activities in Forms 1–5 in the nine-year Swedish compulsory school. The emphasis is on pupils at risk of de­veloping reading and writing disabilities. The aim of this study is to analyse the factors underlying successful reading and writing education and the pedagogical conditions promoting re­flective didactic skills, focusing on the students’ develop­ment of reading and writing abili­ties.The praxis-oriented approach is expressed by means of working with classroom ob­servat­ions and reflective communication with the teachers. Four classes at the junior and intermedi­ate levels of the nine-year compulsory Swedish school have been studied for two years. Both the schools and the teachers have been chosen strategically. Quantita­tive and qualitative data indicate that the selected schools have special qualifications. The teachers were chosen because they have proved particu­larly successful in devel­oping reading and wri­ting abilities of their pupils, including those with docu­mented reading and writing disabilities.Reports from the National Swedish Agency for Education, as well as large inter­na­t­ional surveys, indicate that the consensus concerning reading and writing edu­cation achieved by science during the past decade has had very little impact on everyday class­room activities. One of the underlying questions is how research re­sults are suc­cessfully implemented in everyday school work.The results show that the teachers use a wide variety of methods in response to the wide variety of students´ requirements. The lessons are characterized by in­tense activity on the part of both teacher and pupils, and of a high level of interac­tivity in communi­cation, reading, writing and counting. A surprising pattern is that the teach­ers very consciously work with oral presentation in various topics and genres. This gives students with reading and writing difficulties an op­portunity to succeed.The instruction is notable for being well-structured, with a balance between form and function, a high level of challenging tasks and visibilization of individual pro­gress. The special needs education aspect of the instruction appears in the te­achers’ abilities to arrange pedagogical situations in which a wide variety of abilities can be expressed and developed. The teachers show a positive belief in their stu­dents and strive to make them successful in a social context.This study indicates the importance of a solid theoretical background, enabling the te­acher to identify the developmental stage the student is at and to adapt the instruction accordingly. Another important factor is the ability of the teacher to in­stantly see and grasp pedagogical opportunities and to interpret and utilize the diag­nostic signals in the classroom. One im­portant conclusion is that reading and writing education, in order to be successful, must be viewed in a context of lan­guage development as a whole, involving both its oral and its writ­ten aspects.This study also demonstrates that research results are perceived as more acces­si­ble and relevant by the teachers when the researchers’ focus is on applied peda­gog­ics, al­lowing theory and practical applications to interact. This opens up the possi­bility of es­tablishing and incor­porating scientific theories on learning in every­day, practical school work.
  • Ramberg, Joacim, 1977- (författare)
  • Focus on Special Educational Support in Swedish High Schools : Provision within or outside the students' regular classes?
  • 2017
  • Ingår i: Marginalization Processes across Different Settings : Going beyond the Mainstream. - Newcastle-upon-Tyne : Cambridge Scholars Publishing. - 9781527503298
  • Bokkapitel (övrigt vetenskapligt)abstract
    • In a society that increasingly requires educational skills, academic success is fundamental to overcoming social exclusion and marginalization. The longer a child stays in school and the more opportunities he/she gets to finish high school education, the better chances he/she gets to be included in the labor market and also become a participating member of a democratic society (Includ-ED 2006). The Include-ED report highlights that there is a relationship between academic success and social inclusion, which means that schools themselves must be inclusive institutions that can provide opportunities for learning for all students. Inclusive institutions can be described in many ways and on many levels. However, one important factor that is decisive for inclusive education is where the educational support is provided (Includ-ED 2006).This chapter focuses on how special educational support is organized in Swedish high schools, and especially where the special educational support is provided, by the schools’ special educational professionals and other school staff, including how these issues are related to marginalization processes. Most research within the field of special education in Swedish high schools, targets specific schools and/or specific programs. This study is a contrast in that it covers all Swedish high schools and the data focused on here builds on 764 schools.The chapter starts with a brief description of the Swedish high school education system and policy documents appropriate to special education.This is followed by a section which focuses on the concepts of marginalization, social exclusion, social inclusion and dropout. Then the results are presented and discussed in relation to previous research.
  • Swärd, Ann-Katrin, 1950- (författare)
  • Att säkerställa skriftspråklighet genom medveten arrangering Wittingmetodens tillämpning i några olika lärandemiljöer
  • 2008
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • The proposed Grounded Theory has been derived from how experienced teachers and their pupils, in four different teaching contexts, have used ’The Witting method’ to maximize literacy development among their pupils. The theory has been grounded through repeated comparisons and analysis of the empirical data.The specific aim of the thesis is to conceptualize and generate a theory about what four teachers and their pupils (n=40, over the period of the research), in different contexts, and over a number of years, actually do when working with The Witting method. A wider goal is to apply the implications of the derived grounded theory to general and special education theory in helping to alleviate reading and writing difficulties and prevent pupils from failing.The results show that the teachers have systematically strived to ensure each pupil’s reading and writing development and they do this through what is labeled ‘didactic arranging’. They also show an ability to adapt to situations, materials and spaces without losing their long-term aims. They are in charge of three competencies: ’me’, ’you’, and ’we’ - expressing this competence in documentation, by reflection and always in close collaboration with pupils and their families. The observed use of The Witting method would seem to enable a diagnostic mode of teaching as it contains tools that allow a teacher to follow each pupil’s reading and writing development. Teachers, pupils and the didactic procedures are shown to be in constant interaction. It was also found to be important that teachers believe that every pupil can learn. These teachers’ collective motto could be summed up as follows: never stop giving support and never stop assessing progress.
  • Westling Allodi, Mara (författare)
  • Specialpedagogik i en skola för alla : Granskning av specialpedagogiska verksamheter i en svensk kommun
  • 2005
  • Rapport (övrigt vetenskapligt)abstract
    • Kommunerna har en stor frihet i utformningen av stödet till de elever som har rätt till det. Den specialpedagogiska verksamheten får olika skepnader: den kan vara knuten till arbetslag, kan omfatta grupper och klasser tänkta för elever med specifika funktionshinder och som finns i vanliga grundskolor, men den kan även bestå av fristående enheter. Särskoleklasser utgör en verksamhet som ingår i vissa grundskolor, medan ett växand eantal av elever som är berättigade till särskolan väljer att gå i en grundskoleklass. Finansieringen av dessa verksamheter kan ske på olika sätt: med central anslag från utbildningsnämnden eller via skolornas ordinarie budget, eller genom att den ursprungliga skolan köper en plats för en elev på en specialenhet.Dessa verksamheter förväntas samverka och samarbeta med den övriga skolorgansiationen, med andra lokala och statliga myndigheter, samt vara lyhörda för föräldrar och elever, i sysftet att tillförsäkra varje elevs rätt till en utbildning som stärker ens känsla av värdighet och integritet.Dessa verksamheter behöver hantera kontrasterande målsättningar. Hänsyn till lagar förordningar och politiska styrdokument - både internationella och nationella - ekonomisk effektivitet, kvalité etiska överväganden och individens rättigheter ska vägas samma i verksamheter av olika slag. Om en av dessa målsättninga rblir dominerande kan den motarbeta uppnåendet av de andra målsättningarna.Vilka målsättningar styr och vilka krafter påverkar utformningen av specialpedagogiska verksamheter på kommun- och skolnivå?Vilka blir konsekvenserna av olika organisatoriska modeller? vilka möjligheter och hinder upplevs i dessa verksamheter? Denna rapport försöker svara på dessa frågor genom att granska specialpedagogiska verksamheter i en kommun.
  • Ek, Ulla, 1948- (författare)
  • Specialpedagogik – en framtidsvy
  • 2012
  • Ingår i: Barn med funktionshinder. - Lund : Studentlitteratur AB. - 978-91-44-07187-9 ; s. 327-333
  • Bokkapitel (övrigt vetenskapligt)
  • Berglund, Ingrid, 1954-, et al. (författare)
  • Gymnasial lärlingsutbildning ur ett pedagogiskt och didaktiskt perspektiv - med utgångspunkt i försöksverksamheten 2008-2014
  • 2017
  • Rapport (övrigt vetenskapligt)abstract
    • Föreliggande rapport grundar sig på tre uppföljningsstudier av försöksverksamheten med gymnasial lärlingsutbildning som genomfördes på uppdrag av Skolverket med en tagning av elever under de tre läsåren 2008/2009, 2009/2010 och 2010/2011. Lärlingsförsöket avslutades läsåret 2011/2012 i och med införandet av gymnasiereformen Gy2011. Då blev lärlingsutbildning en utbildningsform inom de reguljära gymnasiala yrkesprogrammen. Även om försöksverksamheten hade avslutats gick de elever som var antagna läsåret 2010/11 fortsatt kvar inom försöket fram till och med vårterminen 2013.
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