Förväntningarnas påverkan på samverkan mellan lärare och specialpedagoger
: Lärarens syn specialpedagogens yrkesroll

Translated title of the thesis: The impact of expectations on collaboration between teachers and special educators: The teacher's view of the special educator's professional role
  • Linda Hurtig
  • Helena Tillenius

Student thesis: Professional degree, Advanced level


According to the Education Act (SFS 2010:800), obstacles must be removed, and opportunities increased in the school environment. For this to be possible, special educators and teachers need to have good cooperation and opportunities for collaboration. Collaboration is a must to create conditions for all students to achieve the goals. In order to produce such work, a knowledge contribution is needed that can give school leaders knowledge how to work to provide the right conditions for a successful collaboration. The purpose of this study is to investigate what kind of expectations teachers have of special educators' assignments. The different professions work in the same area and should both work to ensure that all children achieve the goals based on their own abilities. This study has been based on a hermeneutic method. To be able to contribute knowledge in the area, empirical data has been collected through a survey. The questionnaire was answered by 33 teachers in three primary schools in Sweden. The collected empirics have been analyzed thematically and based on three themes. A deeper analysis has been made linked to professional theory, KASAM and the concept of comprehension. The study strives to contribute more knowledge from the teachers' perspective than previous research has shown. The results show, among other things, that teachers' expectations of the special educator's work, linked to students in need of special support, do not completely agree to the education that the special educator has, or how the assignment is described in the degree system for special educators (SFS 1993:100). One conclusion we make is that the inaccurate expectations that asserts itself can lead to a more difficult collaboration between the two professions. Knowledge of the obstacle can help both professionals to develop strategies for better collaboration
Date of Award2022-Jun
Original languageSwedish
SupervisorLisbeth Ohlsson (Supervisor), Daniel Östlund (Assessor) & Daniel Östlund (Examiner)

Educational program

  • Special Education Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)


  • Closure
  • Collaboration
  • Expectations
  • Expertise
  • Jurisdiction
  • Profession
  • Special educators
  • Teachers

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