Lärares perspektiv på den specialpedagogiska rollen

Abstract

A quantitative study has been carried out through a questionnaire survey where teachers in compulsory school have given their perspective of the special educational role and what special educational support the teachers request. The study has been carried out as previous research shows that the special educational role has been unclear for many teachers who should collaborate with the special educator to meet all students’ needs. The aim of this report is to contribute with knowledge about compulsory school teachers’ perspective of and expectations on the special educational role. The results show that teachers believe that supervision is part of the special educator’s assignment, but do not believe that the developmental assignment is included. Teachers collaborate with the school’s various professional groups, but do not consider the cooperation with the special educator to be sufficient. The special educational support that is requested is at the individual level with a direct impact on the student. By analyzing the results with the help of the systems theory, it appears that there is an imbalance in the systems between the professions where teachers and special educators work together for the student’s best interest. Our study shows that there is not a sufficient holistic perspective around the student and our conclusion is that the special educator’s developmental work at organizational level needs to be clarified and strengthened.

Date of Award	2022-Jun
Original language	Swedish
Supervisor	Catarina Wästerlid (Supervisor), Daniel Östlund (Assessor) & Daniel Östlund (Examiner)