“När lärare ser mig för den jag är och inte bara som en elev”
: Röster från elever med skolplacering i resursskola

  • Cecilia Jönsson
  • Meryem Kamere

Student thesis: Professional degree, Advanced level

Abstract

Students with neuropsychiatric disabilities encounter different challenges in the learning environment. Existing research shows that learning environments need to be adapted based on the different conditions and needs of all students. The relationship between teacher and student with NPF is considered an important part of being able to create accessibility and participation in the learning environment. The present study aims to increase knowledge about students' experiences of accessibility in the learning environment and investigate the importance of the teacher-student relationship in order to create good conditions for students. Semi-structured interviews with six high school students with NPF provided the basis for the study's results. The study's theoretical framework relates to relational pedagogy based on the relational competence model. The results show that the relationship between teacher and student is decisive for the students' experience of an accessible learning environment. The students return to the importance of the relationship regardless of which learning environment is examined. The availability is linked to the relationship, which means that the relationship is a prerequisite for being able to create an accessible learning environment. The students value the teacher-student relationship and experience it as essential for their well-being and schooling. The results show that teachers' relational competence is crucial to being able to create accessibility in all learning environments that meet the students' different conditions and needs. A holistic view of the learning environment and greater focus on the students' perspective are emphasized where special pedagogical competence, according to the degree scheme, becomes important to identify, analyze, and eliminate obstacles in the learning environment.
Date of Award2023-Jun
Original languageSwedish
SupervisorLinda Plantin Ewe (Supervisor), Tina Kullenberg (Assessor) & Helena Sjunnesson (Examiner)

Educational program

  • Special Education Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogy (50301)

Keywords

  • NPF
  • accessibility
  • learning environment
  • participation
  • teacher-student relation
  • relational competence
  • participation, teacher-student relation, relational competence,

Cite this

'