Lärares erfarenheter av att undervisa elever med språkstörning

: En studie av anpassningar, stöd och ramfaktorer i årskurs 4-6

Abstract

The aim of this study is to investigate how Swedish teachers perceive their conditions to adapt the education for pupils with developmental language disorder in grades 4-6. To achieve this, the study examines how teachers perceive their own knowledge of teaching pupils with developmental language disorder, what pedagogical support is provided to the teachers as well as how do they perceive the support if it exists, and what impact they believe the school's structural factors have on their ability to make adaptations in teaching. The study is based on semi-structured interviews and analyzed through Bronfenbrenner's ecological system theory. The findings indicate that Swedish teachers partly perceive their knowledge as insufficient, primarily due to shortcomings in teacher education and limited access to professional development opportunities at their workplace. Teachers also express that the pedagogical support provided, such as guidance and access to resources, does not always meet their perceived needs, although some consider it adequate. Furthermore, they experience that deficiencies in structural factors affect their ability to differentiate and adapt teaching at an individual level.

Date of Award	2024-Dec
Original language	Swedish
Supervisor	Camilla Forsberg (Supervisor), Jan Andersson (Assessor) & Petra Magnusson (Examiner)