Samverkan mellan lärare och specialpedagoger
: En undersökning av hur lärare upplever samverkan med specialpedagoger för att skapa inkluderande skolor

Translated title of the thesis: Collaboration between teachers and special educators: A study of how teachers experience collaboration with special educators to create inclusive schools
  • Marcus Andersson
  • Terje Sundberg

Student thesis: Professional degree, Advanced level


In order for the school to be able to succeed in working for inclusion so that all students feel welcome and involved, it is important to have collaboration between special educators and teachers.
The purpose of the study is to investigate how teachers experience collaboration with special educators to create an inclusive school based on the question:
How do teachers experience collaboration with special educators when it comes to creating an inclusive activity?
Previous research states that collaboration between special educators and teachers is of great importance for how well the school can work to create an inclusive activity. The special educators need to work close to the teachers.
The theoretical framework is about defining inclusion and about the communicative, relationship-oriented perspective KoRP, which analyzes inclusion based on communication, participation and learning.
The method in the degree project has been semi-structured interviews conducted with seven teachers working in upper secondary school, where the interview questions are designed from the theoretical framework. The results show that some teachers have been provoked by the special educators because they have come up with expert advice that has not worked in reality. Some teachers express that they do not want to be written on the nose by the special educators, but that they are happy to take advice when they need it. One pattern is that teachers want the special educator near them in the work team but not in the classroom.
The study shows that the special educator's collaboration with the teachers will be decisive for how well the school succeeds in including as many students as possible in the school. Most teachers have a categorical mindset where the problem lies with the student that the special educator should help based on efforts at the individual level when there had really been a need for collaboration based on the school trying to meet all students and get them involved in the school.
Date of Award2022-Jun
Original languageSwedish
SupervisorLinda Petersson-Bloom (Supervisor) & Daniel Östlund (Examiner)

Educational program

  • Special Education Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)


  • inclusion
  • participation
  • communication
  • learning
  • collaboration

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