The purpose of this study is to find out best practices for teachers within the compulsory special school and the upper secondary special school in Sweden. The goal is to make the learning visible for the pupils and to assess where the pupils are in terms of knowledge. The study addresses what methods special teachers and special educators use to make the learning visible, to assess where the pupil is in terms of knowledge and what methods teachers use to make learning meaningful, manageable and understandable.
Qualitative method in the form of web surveys has been used to gather empirical data. The theoretical approach KASAM has been used to analyze the results. This reveals that the method most teachers use to make the learning visible to their pupils is through oral feedback. The method that teachers use most often to find out where the pupil is knowledgeable is talking to colleagues. In order to make learning manageable, understandable and meaningful, the teachers choose learning method best suited for the pupil based on the pupils interest and have a clear focus on the goals and purpose of the teaching. The result also shows similarities and differences in selected methods for the pupils who read the subject area versus those who read the subject.
The study's special educational implications are to give tips on good examples of methods for assessing and making visible learning. The result contributes to proposals for further research on the effect of tried and tested methods.
|Date of Award||2020-Jul-02|
|Supervisor||Kerstin Ahlqvist (Supervisor) & Carin Roos (Examiner)|
- Special Education Teacher Programme
- 15 HE credits
Swedish Standard Keywords
- Pedagogy (50301)
- visible learning
- developmental disabilities
- primary school
- upper secondary school