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: En kvalitativ studie om lärares uppfattningar om språkutvecklande arbetssätt i den anpassade grundskolan

Translated title of the thesis: Pathways to learning: A qualitative study on teachers’ perceptions of language development methods in The Adapted Primary School
  • Julia Ahlström
  • Malin Spett
  • Nina Thörn

Student thesis: Professional degree, Advanced level

Abstract

The purpose of this study is to review how a group of teachers who teach students with Intellectual Disabilities in the Adapted Primary School perceive language development methods in teaching students to read. We also review how said teachers perceive how Language Development Methods support students in their reading development. In our literature review we account for different Language Developing Methods from a reading perspective. Previous research shows that students with intellectual disability have a slower progression in their Reading Development. In the School Inspectorate's Review, it appears that students who are admitted to an Adapted Primary School do not always have the same opportunity of learning in the subject of Swedish. The School Inspectorate states that the students do not get the Language Development work they are entitled to according to the curriculum, in order to be able to reach the knowledge goals found in the Adapted Primary School. While analyzing the results we used a sociocultural perspective with the notions of a sociocultural as well as a special education perspective. We have conducted a qualitative study in which we investigated teachers' perceptions of language development with a focus on learning to read. The result of the study shows that the group of teachers who work in the Adapted Primary School adapt their Language Development work to their students’ abilities and qualifications. The result also shows that the teachers have a positive view of communication and teamwork. Furthermore, the result of the study shows that teachers who work in the Adapted Primary School perceive that they use different language development models in their teaching, such as Alternative Complementary Communication (ACC), and various digital aids. As future special education teachers it is of great importance that we find and chart the linguistic abilities of students with Intellectual Disabilities to be able to enable a continuous reading development.
Date of Award2023-Jun
Original languageSwedish
SupervisorLisbeth Ohlsson (Supervisor), Angerd Eilard (Assessor) & Helena Sjunnesson (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)

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