Kvalificerade samtal inom språk- skriv- och läsutveckling
: en studie av speciallärares samtalsuppdrag

Translated title of the thesis: Qualified conversations in language-writing and reading development: A study of conversation assignments of special education teachers
  • Carolina Bjelvehammar

Student thesis: Professional degree, Advanced level


Background: The school's mission is to promote the development and learning of all students and that special consideration should be given to those who have difficulty achieving the purpose of the studies. One way to find ways to support all learning is through conversations with special education teachers. According to the degree ordinance, the special education teacher with a specialization in language reading and writing development must be a qualified conversation partner regarding the same. My problem area is about the special education teacher's role as a qualified conversation partner and counsellor in matters of language, reading and writing development. The purpose of this work is to contribute knowledge about how some teachers, principals and special education teachers describe the special teacher's relational competence in the role of qualified conversation partner and advisor in matters of language, reading and writing development. Method in the study is semi-structured interviews of six respondents. Two special education teachers, two teachers and two principals. The interview results have been analyzed on the basis of Aspelin's (2018) analytics relational competence and on the basis of KoRP, the communicative relational perspective (Ahlberg, 1999). The results show that all respondents give examples of relational competence in the special education teachers. It also emerges that the special education teacher, in consultative conversations, is perceived as clear and structured. Half of the respondents feel that the conversations are important for the teaching of Swedish, and one of them states that he always makes changes in his teaching after the conversations. Conclusions: Both special teachers want to see more profound changes in the classroom after conversations. I see it as important that the special education teacher, with the support of the school management, is given the opportunity to develop their conversational role together with colleagues in continuing education. In different ways, the special education teacher's conversational role, for example through observations of classroom work and subsequent conversations, needs to be developed. The special education teacher’s importance as a conversation partner for language writing and reading development in school should be clarified and worked into the daily work at school.

Date of Award2021-Oct-29
Original languageSwedish
SupervisorKatarina Nilfyr (Supervisor) & Daniel Östlund (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)
  • Pedagogy (50301)


  • qualified conversations
  • counsellor
  • relationship skills
  • special education teacher
  • language development
  • writing development
  • reading development

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