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: En kvalitativ studie om specialpedagogens arbetsuppgifter samt roll i skolutvecklingsarbete

Abstract

The purpose of the study is to, based on the perspective of some special educators and principals, contribute with knowledge about what the special educator's role might look like, as well as what opportunities for participation in school development the special educator has. The study is based on a qualitative method in the form of interviews. In the study, theory of profession is used, mainly with the help of Abbott (1988), Beckman (1998) and Brante (2009), and the relational perspective with the help of Ahlberg (2015), Hirsh (2021) and Persson (1998) as the theoretical framework for interpreting and understanding the results.

The results and the analysis show that the special education teacher's work tasks are varied and dependent on the principal's view of the special education teacher and his competence and role. There is a difference in what tasks the special educator expects to receive and what tasks the special educator receives in a workplace. Furthermore, it appears that the first teachers have a greater opportunity to gain access to school development than the special education teacher.The respondents in the study expresses a consensus that supervision is an important tool in the work with school development, which matches part of the content of the degree program for special educators.

The study indicates that the special education teacher wants to work more on eliminating and creating accessibility on a more comprehensive level than what they currently get.

Date of Award	2023-Jun
Original language	Swedish
Supervisor	Git Turunen (Supervisor), Katarina Nilfyr (Assessor) & Helena Sjunnesson (Examiner)