Övergång från särskola till daglig verksamhet

  • Heléne Ivarsson

Student thesis: Master, one year


The purpose of the study was to investigate the transition from the upper secondary school's individual programs to daily activities in a municipality. The study is based on interviews of five people, one APL manager, two mentors at the school and two from the staff from daily activities. What happens in the handover from school and in reception in new activities? What knowledge comes along with the student? Are there any control documents to follow?The study also contains an activity description of daily activities in the municipality, as well as two action plans from the upper secondary school.


The theoretical frameworks used are; Bronfenbrener's ecological model and the relational perspective. They were considered useful, when the purpose was to study a change regarding students with intellectual disability as they change environment and meet new people. The framework highlights the opportunities and obstacles that exist in the process. The result made it clear how different people in different occupational roles affect the student, and how they view the situation.


The result shows that there are deficiencies in the structure of the transition. The action plan that the municipality had wasn´t rooted in reality. Experiences of how the transition works varied, but everyone agreed that better preparations could be made to prevent students from being misplaced. Clearer information to the parents is needed before making a decision. The transmission of information regarding pupils' knowledge and abilities was sparse. The cooperation, between the various parts involved during the transition of the students, needs to be developed.


The discussion emphasizes that the upper secondary school has an important task to prepare the student for work and be a part in the community. Plans for the student's preparation in the transition to working life and to daily activities shall be provided. Proposals for improvements in the handover came from the informants. To make this become a reality, managers in the upper secondary school and in daily activities need to revise and update the action plans.

Date of Award2020-Mar-11
Original languageSwedish
SupervisorJohanna Lüddeckens (Supervisor) & Carin Roos (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Learning (50303)


  • action plan
  • daily activities
  • individual program
  • intellectual disability
  • transition
  • upper secondary school

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