“Vi är ju språkliga förebilder”

: Specialpedagogens roll i inkluderingsarbete av förskolebarn med svenska som andraspråk

Abstract

The purpose of this study is to investigate what role the special education teacher has in the inclusion work of children with Swedish as a second language in preschool. Based on the purpose of the study, an open research question is formulated that focuses on making visible the role of the special education teacher in the inclusion of children with Swedish as a second language. Through semi-structured interviews, the special education teachers' perceptions of the special education teacher's role in work to include children with Swedish as a second language in municipal preschools were investigated. The study is based on socio-cultural theory and the theory's concept of the immediate zone of development, mediation through artefacts and the general law of education. The results of this current study show that the special education teacher's role in work with the inclusion of children with Swedish as a second language in pecial education teachers in this study perceive their role as leaders in the inclusion process and to find new solutions that are reasonable for the individual, but also for the entire group of children. In summary, these studies show that the role of the special education teacher is to clarify the pedagogy in preschool activities and to create good relationships with others through collaboration and dialogue, as well as to detect difficulties as early as possible and work preventively.

Date of Award	2024-Jun
Original language	Swedish
Supervisor	Tammy Omfors Macinnes (Supervisor), Katarina Nilfyr (Assessor) & Jonas Aspelin (Examiner)