Abstract
The aim of this study is to investigate how special needs educators in upper secondary schools describe their professional role and jurisdiction in instructional support interventions. Six semi-structured interviews with vignette methodology were conducted and analyzed through reflexive thematic analysis, RTA. Thetheoretical analysis was made with inspiration from Abbott’s theory of jurisdiction and Lipsky’s theory of street level bureaucracy.
Five themes were identified: the special needs educator as subordinate within the teacher’s domain, analysis as the center of the professional role, the individual meeting as special educational support practice, indirect interventions as instructional support, and the professional role as negotiated based upon organization, resources and personal preferences.
| Date of Award | 2026-Jun |
|---|---|
| Original language | Swedish |
| Supervisor | Adam Droppe (Supervisor), Simone Löhndorf (Assessor) & Andreas Redfors (Examiner) |
Educational program
- Masterprogram i utbildningsvetenskap
University credits
- 15 HE credits
Swedish Standard Keywords
- Pedagogy (50301)
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