The aim of the study is to gain an understanding of special educators´ perception of experience- and interestbased teaching, how this work is supported from above by principals and the government and how special educators choose to support and supervise educators in this area. The study is based on e-mail interviews, which is a qualitative method where open-ended questions have dominated. The results show that the respondents´ views on experience-based teaching differ more than their views on interest-based teaching, where the latter concept was linked to a greater extent to the relational perspective than the former. About half of the respondents believe that the governing documents are clear regarding the professional role of special educators, but its clarity regarding working on the basis of the concepts of experience- and interest-based teaching shows a greater diversity. The respondents´ answers can be interpreted as meaning that they see the importance of practicing their and the educators´ relationship skills to create an interesting education. Several respondents point out that the principal has poor knowledge of a special educators´ professional role. This can be interpreted as meaning that a national job description is needed to give special educators a mandate. The current situation of the respondents shows that the educators usually work with experience- and interest-based teaching, but it seems to depend on whether the educators are educated or not. The future plans are largely about continuing as they do now with, among other things, guidance, discussions and more observations. The dream scenarios that the respondents describe are mostly about having more time, among other things to increase participation in the activities and to create a close relationship with both staff and students.
- Special Education Programme
- governing documents
- relationship skills
- special educator
Erfarenhets- och intressebaserad undervisning: Specialpedagogers syn på begreppen och dess användning
Knifsund, C. (Author). 2022-Jun
Student thesis: Professional degree, Advanced level