"Vi bygger för framtiden"

: En studie om tillgänglig pedagogisk lärmiljö för flickor med NPF

Abstract

In recent decades, the number of students with neuropsychiatric disabilities (NPF) has increased, although the number of students with NPF has increased, there is still an experience that there are difficulties in detecting girls with this disability. For this group of students to have the right conditions in the pedagogical learning environment, specific requirements are needed for the learning environment in the school in terms of mapping, appropriate didactics, pedagogical adaptations and special pedagogical teaching. The purpose of this study was to make visible how students, teachers and special educators perceive the teaching and learning environments for girls with NPF. This study applied qualitative design using nine qualitative semi-structured interviews with teachers, special educators, and women with NPF. Data were analysed using qualitative content analysis where three themes were highlighted: didactic success factors, knowledge of girls with NPF and relations between student-educators-parents. The study's conclusions are based on interviews with special educators and teachers that clarifying pedagogy and differentiation in management and stimulation is most successful in creating an accessible pedagogical learning environment, regardless of whether it concerns boys or girls with NPF. According to special educators and teachers, it is also important that educators have good knowledge of NPF and its consequences to be able to detect girls with NPF in time and thereby counteract mental illness. The study shows, based on all respondents, that relationships between student-educator-guardians are significant for girls with NPF. According to all respondents, relationship competence is a basic and important competence for educators who meet girls with NPF to be able to prevent and create an accessible pedagogical learning environment.

Date of Award	2022-Jun
Original language	Swedish
Supervisor	Linda Petersson-Bloom (Supervisor) & Daniel Östlund (Examiner)