Att stärka relationer i klassrummet

: Specialpedagogens vägledning och organisationens förutsättningar

Abstract

The study describes the different conditions and approaches of educators and special educators when it comes to contribute in building relationships with students in the classroom. The study sheds light on how teachers create good relationships with their students and challenges that may arise and how special educators can be a help in guiding teachers in this process. The principal's role is also described as well as how the organization provides an opportunity to encourage relationship-building work with students. The study is based on qualitative interviews with educators, special educators and the principal of a school with grades from preschool class to year 9, where we have chosen to focus on grades preschool class to year 3. The study should be interpreted on the basis of socio-cultural theory with a focus on relational theory and systems theory. Several parts based on socio-cultural theory are used regarding the purpose of the study and its question of issues, such as ontological and epistemological thoughts and relational perspective. Systems theory is useful when different systems in school activities are to be explored, therefore we have also chosen to use this theory as our starting point. The different systems interact, which often happens in a school. The results show us that the special educator can help teachers to change focus and to find solutions in their work with the students, which can strengthen their relationship. By being helpful when it comes to documentation and specific adaptations, the special educator is considered to contribute to a climate that favors relationship building between teachers and students. Despite the fact that teachers often have a feeling of lack of time, they believe that they have good organizational conditions/presumptions to strengthen their relationship with the students. However, the teachers wanted more special educational support for individual work with students. According to the principal of the study, the unit needs to work on clarifying the different professions' assignments and increasing the teachers’ awareness about adjusting their teaching methods based on the student group they face to strengthen the relationships between teachers and students.

Date of Award	2022-Jun
Original language	Swedish
Supervisor	Lisbeth Ohlsson (Supervisor), Daniel Östlund (Assessor) & Daniel Östlund (Examiner)