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Lärares relationskompetens: och elever med autismspektrumtillstånd (AST) i grundsärskolan
Kristianstad University, Faculty of Education.
Kristianstad University, Faculty of Education.
2020 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Teacher´s relational competence : and student with autism spectrum disorders (ASD) in special schools for children with intellectual disabilities (English)
Abstract [sv]

Examensarbetets syfte är att synliggöra hur relationellt lärande fungerar i arbetet med elever med autismspektrumtillstånd (AST) inom grundsärskolan. För insamling av det empiriska materialet gjordes intervjuer med fem lärare i grundsärskolan och observationer av lärare i undervisningssituationer med elever med AST. Genom att använda Aspelins (2015; 2018; 2019) begrepp Lärares relationskompetens som teori för analys indikerar resultatet av studien att lärare inom grundsärskolan har god relationskompetens. Lärarna anser det viktigt att skapa goda relationer och arbetar aktivt för detta. Lärarna visar på kommunikativ, differentierings- och socioemotionell kompetens och på professionalism. Det som lärarna lyfter som särskilt viktigt i sin relationskompetens stämmer väl med fördjupade kunskaper inom de olika delkompetenserna. Lärarna framhåller särskilt kommunikationens betydelse för relationen. Lärarna menar att deras förmåga till att skapa goda relationer med eleverna förbättras genom erfarenhet och utbyte med kollegor. Relationskompetens påverkas av olika faktorer i sammanhanget; aktuell elevgrupp, teamet, förhållningssätt och struktur. Resultatet visar en medvetenhet hos lärarna att skapa en trygghet runt eleven för ett bättre lärande och att anpassa undervisningen efter elevens behov och förutsättningar genom att kunna tolka elevernas signaler. En lärare skiljer sig från övriga genom att anse att läraren som person ska spela mindre roll då metoder och struktur ska vara bärande i undervisningen, medan övriga ser struktur som hjälpsamt för relationerna.

Abstract [en]

The aim of this study was to highlight how learning through relations is performed at schools for students with intellectual disabilities (ID), focused on children with autism spectrum disorder (ASD).Empirical material was sampled through interviews with five teachers at special schools and observations made at these schools, observing teachers together with students with ASD. By using the framework of teacher´s relational competence by Aspelin (2015, 2018, 2019) the result of the study indicates that teachers at special schools working with children with ID and ASD have high levels of relational competence. In the opinion of the teachers it's important to actively develop student-teacher relationships. The teachers are competent in their communication, differentiation and in the socioemotional area and they also act professionally. Distinguished knowledge in the mentioned areas are of importance according to the teachers in their relational competence when working with children with ASD and ID. Communication is of special importance in building student - teacher relations according to the teachers in the study. The teachers emphasise that their relational competence improves by experiences and that they also can develop their competence by working and reflecting together with colleagues. The teacher’s relational competence is influenced by various factors within the context of the learning environment; the present group of students, the team working together, the prevailing attitude and structure in the specific group of professionals and class. The result of the study shows the teachers´ awareness in creating a sense of security for the students to focus on learning and by interpreting the communication from the students they adapt the teaching to the needs and abilities of the students. One teacher differs from the others as she values methods and structure over person, while the other teachers considered structure as a supporting factor in using their relational competence.

Place, publisher, year, edition, pages
2020. , p. 74
Keywords [en]
Autism spectrum disorders (AST), communication, intellectual disabilities, special schools, Student-teacher-relationships (STR), teacher´s relational competence
Keywords [sv]
Autismspektrumtillstånd (AST), grundsärskola, intellektuell funktionsnedsättning, kommunikation, lärares relationskompetens, student–teacher-relationship (STR).
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:hkr:diva-20387OAI: oai:DiVA.org:hkr-20387DiVA, id: diva2:1394629
Educational program
Special Education Teacher Programme
Supervisors
Examiners
Available from: 2020-02-21 Created: 2020-02-19 Last updated: 2020-02-21Bibliographically approved

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Citation style
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