”Dialog med eleverna är ett av fundamenten i min profession”

: en enkätstudie om elevers delaktighet i val av anpassningar vid dyslexi

Abstract

The aim of the study was to describe how, as a special needs teacher or special education teacher, it can be established which adaptations benefit students with dyslexia. The study investigated how different upper secondary schools adapt their teaching, use adaptations from previous schools and how information is handed over from lower schools to the upper secondary system. The empirical data was gathered using the google forms survey tool delivered to special needs teachers with both open ended and closed questions. The questions focused on the transition for students with dyslexia to the upper secondary system. This study uses a combined method design with both quantitative and qualitative data.  The quantitative data focused on the systematisation of adaptations. The qualitative data was in the form of open ended questions in the same survey tool focused on adaptations in relation to a special need pedagogical perspective. The results of the study showed that a combination of different communications forms are necessary to establish which adaptations dyslexic students have had in previous schooling and which adaptations will benefit a student at upper secondary level. The study shows that the best quality information is gathered by discussing the adaptations with the student, their parent or guardian, hand over from the previous school and the upper secondary school doing their own analysis of student needs. To ensure that students are active participants in planning their own adaptations it is vital to have communication between the special needs teacher and the student themselves.