Teamarbete och föräldrastöd

: Specialpedagogens uppdrag på barn- och ungdomshabiliteringen

Abstract

Special educators do not only work in preschool and school, but can also work at child- and youth rehabilitation. The research on the special educator assignments at child- and youth rehabilitation has been shown to be a knowledge gap both nationally and internationally. The purpose of the present work is to investigate and create knowledge about the role and assignments of the special educators at child- and youth rehabilitation. The research questions are as follows: What is the mission of the special educators in child- and adolescent rehabilitation? How do special educators describe their work at child- and youth rehabilitation? The study's method is qualitative and consists of semi-structured interviews. The study involved eight special educators from different counties in Sweden and they answered sixteen questions and follow-up questions. The interview data is analyzed from Aspelins relational perspective where the focus is on what happens between people and Gjems interpretation of system theory where the focus is on relationships and the holistic perspective. The results of the study include how special educators view their special education role in child- and youth rehabilitation, the importance of teamwork, work with the children and collaboration with guardians and other authorities. Special education implications that emerged include how important the role of special educators is for both children and guardians, the feeling of not being enough as the influx of child and adolescent rehabilitation increases significantly and a concern about whether special educators will be replaced on the day they retire.

Date of Award	2022-Jun
Original language	Swedish
Supervisor	Johanna Lüddeckens (Supervisor), Tina Kullenberg (Assessor) & Daniel Östlund (Examiner)