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Kategorisering inom grundskolan: elever i behov av särskilt stöd
University of Gävle, Faculty of Health and Occupational Studies, Department of Social Work and Psychology.
University of Gävle, Faculty of Health and Occupational Studies, Department of Social Work and Psychology.
2011 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med detta arbete har varit att utifrån olika professioners uppfattning belysa och få förståelse för och kunskap om vilka faktorer som påverkar barn, som befinner sig i gränszoner mellan olika skolformer, och deras möjligheter till rätt stöd och skolform, samt uppfattning om vilka konsekvenser det kan innebära. I studien används en kvalitativ metod bestående av intervjuer med fem personer i olika professioner vilka haft insikt i arbetet med grundskoleelever. Empirin analyserades utifrån ett fenomenologiskt perspektiv mot social­konstruktionistisk teori och tidigare forskning. Resultatet visade att faktorer som brist på tid för undervisning samt brist på resurser i form av kompetens har bidragit till en ökad kategoriseringsprocess inom grundskolan. I den processen har diagnosen fått en viktig roll som faktor i fördelningen av skolans resurser. En slutsats som framkom var att med mera tid och rätt resurser i grundskolan kan konsekvenser av diagnostisering av barn i behov av särskilt stöd undvikas

Abstract [en]

Categorization in primary school – Students in needs of special support.

The purpose of this work has been on the basis of various professions perception illuminate and obtains understanding and knowledge about the factors that affect children, who are in the border zones between different types of school, and their options for legal aid and type of school, and understanding of the consequences it may mean. The study used a qualitative methodology consisting of interviews with five people in different professions who had insight into the work with elementary school students. The empirical data were analyzed from a phenomenological perspective on social constructivism theory and previous research. The results showed that a factor such as lack of time for teaching and a lack of resources in the form of expertise has helped to enhance the categorization process in elementary school. The process has been diagnosed with an important role as a factor in the distribution of school resources. One conclusion that emerged was that with more time and the right resources in primary schools can impact the diagnosis of children with special needs should be avoided.

Place, publisher, year, edition, pages
2011. , p. 47
Keywords [en]
inquiry, Learningsuportteam, categorization, diagnosig
Keywords [sv]
utredning, Lärstödsteamet, kategorisering, diagnos
Identifiers
URN: urn:nbn:se:hig:diva-8421OAI: oai:DiVA.org:hig-8421DiVA, id: diva2:396738
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2011-02-15 Created: 2011-02-10 Last updated: 2011-02-15Bibliographically approved

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
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Language
  • sv-SE
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  • nn-NB
  • de-DE
  • Other locale
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Output format
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