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Specialundervisning för elever i behov av särskilt stöd gällande läsning i matematik: Speciallärares beskrivning av sitt arbete och sina kunskaper.
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Special education for students in need of special assistance when it comes to reading in mathematics : Special needs teachers´ descriptions of their work and their knowledge. (English)
Abstract [sv]

Flertalet elever i behov av stöd i läsning upplever svårigheter i matematik. Speciallärare vet att alla elever ska nå målen, men läroplanen och skollagen ger inga direktiv om hur detta ska genomföras.

 

Syftet med studien är att undersöka speciallärares kunskaper och kompetens kring relationen mellan lässvårigheter och matematiksvårigheter hos elever. Syftet är även att få en inblick i hur speciallärare beskriver sitt arbete med elever som har denna kombination av svårigheter samt undersöka vad som ligger till grund för deras arbetssätt.

 

Semistrukturerade intervjuer har genomförts med fem speciallärare verksamma på grundskolenivå. Intervjuerna bearbetades med en analysmodell framtagen utifrån Grounded Theory. Studien har det sociokulturella perspektivet som utgångspunkt.

 

I resultatet framgår att speciallärarna hade svårt att redogöra för hur relationen mellan läs- och matematiksvårigheter beskrivs i forskning eller hur den kan visa sig hos eleverna. Flera av lärarna ser ingen tydlig koppling hos sina elever. Resultatet visar också att speciallärarna arbetar med svenska och matematik som två skilda ämnen. Alla lärarna ansåg att specialundervisning ger bäst resultat utanför klassens ram. Samtliga uttryckte vikten av det sociokulturella lärandet med språket som grund.

 

För att arbetet med elever i lässvårigheter och matematiksvårigheter ska vara effektivt och leda till bättre måluppfyllelse behöver lärare kompetensutveckling kring relationen mellan läs- och matematiksvårigheter.

 

Abstract [en]

Most pupils with special needs in reading also experience difficulties in mathematics. Special education teachers know that all pupils should achieve the educational goals. However, the curriculum and the Swedish School Law do not describe how.

 

The aim of this study is to investigate the knowledge and the competence of special education teachers about the relationship between reading difficulties and mathematical difficulties in pupils. Also, the aim is to get insight into the way special education teachers describe their work with pupils in this kind of difficulties, and look into the basis for their working methods.

 

Semi-structured interviews have been done with five special education teachers active in elementary school. The interviews were processed with an analysis model constructed on Grounded Theory. This study is based on the socio-cultural perspective.

 

The result of the study shows that special education teachers found it hard to describe how the relationship between reading and mathematical difficulties is presented in research, or in what way it can be seen in pupils. Several of the teachers do not find a distinct connection in pupils. Also noticeable is the fact that the special education teachers treat Swedish and Mathematics as two different subjects. All teachers thought that special education gives best results beyond the class. All of them expressed the importance of socio-cultural learning based on language.

 

In order to get an effective work with pupils in reading and mathematical difficulties that leads to fulfilling educational goals the teachers need more knowledge of the relationship between reading and mathematical difficulties.

Place, publisher, year, edition, pages
2018. , p. 28
Keywords [en]
special education, mathematical difficulties, reading difficulties, socio-cultural perspective
Keywords [sv]
specialundervisning, matematiksvårigheter, lässvårigheter, sociokulturellt perspektiv
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:lnu:diva-78660OAI: oai:DiVA.org:lnu-78660DiVA, id: diva2:1260575
Subject / course
Special Education; Special Education
Educational program
Speciallärarprogrammet Specialisering mot språk-, skriv- och läsutveckling; Speciallärarprogrammet Specialisering mot matematikutveckling
Supervisors
Examiners
Available from: 2018-12-11 Created: 2018-11-04 Last updated: 2018-12-11Bibliographically approved

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Ewers Cipranic, KarinGuldstrand, Lisette
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