Tillgänglighet i ämnesområdet motorik ur ett relationellt perspektiv
: en kvalitativ studie av fyra svenska grundsärskolor

Translated title of the thesis: Accessibility in the subject area motor skills from a relational perspective: A qualitative study of four Swedish compulsory schools for children with intellectual disabilities
  • Sofie Andersson
  • Mikaela Kosowski Bičevski

Student thesis: Professional degree, Advanced level


In our opinion, students with disabilities often face challenges in the design of the learning environment. Through this study, we wish to increase knowledge regarding teachers' experiences of accessibility in the subject area of motor skills and furthermore, to investigate how the learning environment is designed for the subject area. In our study, written interviews were conducted with six motor skills teachers at four different compulsory schools for children with intellectual disabilities in southern Sweden. The interviews were supplemented with observations of motor skills lessons together with each of these teachers. We started from a relational perspective for an analysis of the learning environment's accessibility in physical, pedagogical and social terms. The results showed that the physical design of buildings in terms of accessibility to assist in the teaching of motor skills vary greatly in schools. Sports centers built in recent years meet the accessibility requirements, however, teachers who are referred to teach in regular classrooms have to compensate for the premises' shortcomings using their own creativity. Regarding pedagogical accessibility, teachers had different views on what is the appropriate group size. They had greater agreement on what is limiting in terms of development, that not all adults who work with the students have the relevant qualifications or knowledge required. It was also clear that the teachers placed great emphasis on creating a good relationship between staff and students and clarifying pedagogical strategies were used by all. Cooperation between year groups, compulsory school for children with intellectual disabilities, different specializations and different school forms were perceived by all teachers in the study as desirable for social accessibility, but difficult to implement due to lack of time and resources.
Date of Award2022-Jun
Original languageSwedish
SupervisorKerstin Ahlqvist (Supervisor), Lotta Anderson (Assessor) & Daniel Östlund (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)


  • accessibility
  • compulsory school for children with intellectual disabilities
  • learning environment
  • physical education
  • relational

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