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Relationella eller kategoriska perspektiv?: En intervjustudie om lärares förhållningssätt till elever i eller med läs- och skrivsvårigheter i årskurs 3
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Relationel or categorical perspektiv : An interview study concerning teachers approaches to pupils on grade 3 with or in reading and writing diffculties (English)
Abstract [en]

The purpose of the study is to understand, from interviews with four teachers, how they relate to students with or in reading and writing difficulties. Furthermore, the purpose is to investigate whether the teachers in the study regard students as either with reading or writing difficulties or in reading and writing difficulties. The transcribed interview answers are interpreted and analyzed based on the categories of relational and categorical approaches. There are teachers who carry on both approaches. Teachers 'approaches in these regards have consequences for teachers' practical organization of teaching. A relational approach tends to be reflected in if teachers prefer to include students in reading and writing difficulties in regular teaching, while teachers with a more categorical approach to students with reading and writing difficulties tend to advocate that these students benefit best from alternative teaching methods that involve that the students are excluded from the rest of the class and the regular teaching. From the present study it appears that two teachers assume a relational perspective, and the other two carry both a relational and a categorical perspective at the same time, one teacher leans more on one perspective with elements of the other and vice versa. The teachers in the study mention the importance of social interaction at school and how it benefits learning. Therefore, this study's analysis is rooted in the sociocultural learning theory. Overall, collected data suggest that teachers and special educators and specialist teachers need to collaborate more within the classroom framework to create an inclusive environment. 

Place, publisher, year, edition, pages
2018. , p. 20
Keywords [en]
Reading and writing difficulties, inclusion, exclusion, categorical, relational
Keywords [sv]
Läs- och skrivsvårigheter, inkludering, exkludering, kategoriska, relationella
National Category
General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:lnu:diva-76272OAI: oai:DiVA.org:lnu-76272DiVA, id: diva2:1222071
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans tidigare år
Supervisors
Examiners
Available from: 2018-06-28 Created: 2018-06-20 Last updated: 2018-06-28Bibliographically approved

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File name FULLTEXT01.pdfFile size 549 kBChecksum SHA-512
9fc93fa62ba157a8b5b48508f21ceb6f0340e4ce7c9b2c281f1299a60260f484cc94103636dafb398fa0d43d19e0054ea6d83e41a0a47fec870e0ddc5ab40d8c
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf