Alla barns och elevers rätt till en tillgänglig lärmiljö

: En studie i specialpedagogens möjligheter till utveckling av lärmiljöer genom handledning

Abstract

The background to this study is a vision of being able to make a difference for all children in school when it comes to an accessible learning environment. Especially in the lower school years, transitions take place every year. Our interest is directed towards how supervision can develop cooperation and attitudes within and between the various activities. It also provides an insight into the special educator's profession and what priorities the interviewed special educators make in their work. As a method, a qualitative approach with semi-structured interviews was chosen. To create an insight into the study, eight special educators were interviewed about how they view the learning environment from different angles. Sociocultural theory was used as a theoretical support in the analysis of empirics. The results show that the special educator can develop the school activities through supervision, provided that the special educator is included in the work team. It can then be a support for the teachers by working for good relationships and a good collaboration when it comes to meeting children / students based on their individual conditions and needs. The respondents in the study feel that staff at the school expect special educators to work with individual students and investigations, possibly have contacts with guardians and external activities. The word supervision is loaded and teachers have a picture that someone from outside should talk about how they should act in certain situations. Therefore, it is desirable to use another term such as professional conversations. The results of the study contribute with in-depth knowledge of how the special educator can work with supervision in teaching teams and an insight into how the special educator can respond to and develop an activity from a child's perspective.