Speciallärares och specialpedagogers språk-, skriv- och läsutvecklande undervisning

: "Så man gör så att säga sin egen metod av godbitar"

Abstract

The aim of this study is to investigate how some special educators describe their literacy related instruction, in order to contribute with knowledge of the characteristics of this type of instruction. This study has a qualitative approach and semi-structured interviews has been performed with seven special educators. A qualitative content analysis was used in the interpretation of the results as well as theory of didactics, in particular the model Hamarmodellen. The literature and earlier research which is highlighted in this study reveals facts and reasoning regarding special education and successful instruction, mostly on basis of a normative perspective on didactics. The analysis of the results is aimed to give an analytic perspective of didactics, of what takes place in the instruction context. Throughout the discussion the analysis of the results and the literature presented, regarding special education and successful instruction, are set against each other. The result of this study indicates similarities between the respondents´ descriptions about for whom, what and why they are carrying out their literacy instruction. Regarding the question how, the answers of the respondents were diverse, but with the resemblance that the needs of the student are in the centre. Frame factors that influence the didactic choices of the instruction became visible in the results. The organisation of schools and colleagues´ knowledge were main factors according to the respondents´ descriptions and are mostly seen as limitations of their didactic choices. The conclusion is that there is unanimity about for whom the instruction is intended, but there are differences regarding who participates in the instruction in reality. Prior knowledge of instruction is leading toward work procedures combining different study materials and methods. Hence another factor with great impact on the respondents´ didactic choices is their pedagogical thoughts and ideas. The scientific base of instruction is not as prominent as prior knowledge of instruction which the respondents have gained throughout the years. Though it´s possible to find scientific endorsement of the work procedures being used, the extent and intensity recommended in research is to some degree missing.