”Tänker man rätt?”

: En studie kring personalen i särskolans föreställningar om elever på tidig utvecklingsnivå ur ett intersektionellt perspektiv

Abstract

The students in focus of the present study are described to be at an early developmental level (sve tidig utvecklingsnivå). The English term often used is people with PIMD (profound intellectual and multiple disabilities). In research on special needs school, a limited part is directed towards students with PIMD. People with PIMD are often described as exposed of power and participation and PIMD is considered to be a dominant personality trait. The present study examines the perceptions of staff in the special needs school about students with PIMD from an intersectional perspective. By highlighting how different intersectional positions affect the staff's perceptions and attitudes towards the students, in the present study examined by the intersection functionality/gender, patterns and similarities was found. The methods used are focus group interview with fictional pupil descriptions and diamond ranking as visual cues to promote reflection and discussion. The results of the study show that the staff perceives intellectual disability as dominant over other characteristics of the students, which conforms to previous research. The study also shows that other intersectional perspectives are considered to be of greater importance as the age and /or intellectual level of the students increase. Gender is considered to be a perspective of limited importance regarding students with PIMD by participants in the focus groups. The study´s aim is to contribute to the Swedish school's vested mission to increase gender equality and strive towards an equivalent education for all students.