Relationskompetens i specialpedagogiska professioner

Abstract

The aim of our study is to contribute with knowledge about what characterizes special educators´relational competence. In our study we have used results from an ongoing research project with the title ”Pre-service Special Educators´ Relational Competence” under the guidance of professor Jonas Aspelin at Kristianstad University. The aim of that research project is to explore what charactarizes relational competence in a special educational context to be able to educate pre-service special educators´ in relational competence. Our material have been collected from a web survey. Active special educators´ have responded on the survey. The results have been interpreted per thematic analysis founded in a relational perspective (Persson, 1998), a communicative relational perspective (Ahlberg, 2013) and Løgstrups theory of the Ethical Claim (Løgstrup, 1994). The thematical analysis is presented in tables and diagrams as well as a representative selection of quotes from the respondents. In the theoretical concept analysis the results have been interpreted by interpersonal meetings, focal point of education (utbildningens brännpunkt) (Aspelin, 2013), authenticity (Fibaek Laursen, 2004) and faith and trust (Løgstrup, 1994). In summary the results show that relational competence plays an important role in special educators´ success in their profession. They experience that their knowledge is sufficient according to the concept relational competence and that they first of all have acquired it through experience. Trustful relations to students in difficulties is promoted by making the student feel security´, faith and trust. There is a unity that relations to students in difficulties can be promoted by tutorial, reflective dialogs. It is every students´ right to be able to communicate, be listened to and to feel participation. That is the reason why it is important to put the relation between teacher and student in the focal point. Special educators need to take every opportunity to build trustful relations to students in difficulties.