Delaktighetens betydelse i lärandet - en nyckel till utveckling?

: En kvalitativ studie med kvantitativa inslag gällande elevers delaktighet för elever med IF i den anpassade skolan

Abstract

This survey study aims to contribute knowledge about special education teachers' work with participation in adapted forms of school activities for students with intellectual disabilities. The focus is on how schools promote and ensure pupils' influence and participation in teaching. The study is carried out with a qualitative approach with quantitative elements. The study is based on an inside perspective and is based on the participation model as a theoretical framework. The study highlights the meaning of different aspects of participation and how they affect students with intellectual disabilities in their schooling. Furthermore, the study aims to identify, map methods and strategies used to confirm and assess students' participation in teaching and in school activities. The results show that an inclusive and individualized learning environment is crucial to promote participation in students with intellectual disabilities (IF). Relationships and clear communication, supported by physical and digital aids, are highlighted as leading factors. Student influence through, for example, student councils, mentor conversations and group activities strengthens the feeling of participation and the opportunity to influence. A flexible way of working that combines group and individual work promotes both learning and community. Affirmation, positive reinforcement and clarifying pedagogy are also seen as important to create commitment and participation.

Date of Award	2025-Jun
Original language	Swedish
Supervisor	Kerstin Ahlqvist (Supervisor), Linda Petersson-Bloom (Assessor) & Helena Sjunnesson (Examiner)