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Barn i socioemotionella svårigheter: utmaningar för lärare och förväntningar på specialpedagogen
Kristianstad University, Faculty of Education.
2020 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Children in socioemotional difficulties : challenges for teachers and expectations on the special educator (English)
Abstract [sv]

Det är vanligt att lärare kommer i kontakt med och undervisar elever som befinner sig i socioemotionella svårigheter. Många lärare känner sig otillräckliga eftersom de finner arbetet med elever i socioemotionella svårigheter som utmanande. Det här har bidragit till att vissa lärare förhåller sig negativt till inkludering. När lärare känner sig otillräckliga finns möjlighet att söka hjälp från specialpedagoger. Därmed blir det betydelsefullt att veta vilka förväntningar lärare har på specialpedagogen. Syftet har varit att utforska hur lärare uppfattar socioemotionella svårigheter och hur de förhåller sig till inkludering. Vidare var syftet att undersöka vilka utmaningar lärarna möter i arbetet med elever i socioemotionella svårigheter samt vilka förväntningar som finns på specialpedagogen. Denna uppsats har en kvalitativ ansats och semistrukturerade intervjuer har genomförts med lärare. Intervjuer genomfördes via röst- samt telefonsamtal. En tematisk analys har tillämpats och de specialpedagogiska perspektiven har använts som analysverktyg. Lärarna framhöll både positiva och negativa aspekter med inkludering gällande elever i socioemotionella svårigheter. Däremot framkom ett mer positivt förhållningssätt om lärarna gavs bättre förutsättningar att genomföra inkludering. Lärarna framhöll det som utmanande att undvara tid åt att hjälpa elever i socioemotionella svårigheter och anpassa undervisningen till deras behov, parallellt med övriga klassen. Den hjälp som förväntades av specialpedagogen önskades ske huvudsakligen genom olika former av samtal.

Abstract [en]

It is not unusual that teachers come in contact with students who are in socioemotional difficulties. Many teachers feel inadequate while working with students in socioemotional difficulties as they find it challenging. This has contributed to the fact that some teachers have a negative attitude towards inclusion. When teachers feel inadequate, there is the opportunity to seek help from special educators. Thus, it is important for the special educator to know which expectations teachers have on the special educators. The aim of this study was to explore how teachers perceive socioemotional difficulties and how teachers relate to inclusion. Furthermore the aim of this study was to explore what challenges teachers face when working with students in socioemotional difficulties and what expectations there are on the special educator. A qualitative approach has been adopted in study and semi-structured interviews have been conducted with teachers. Interviews were conducted by voice and telephone calls. A thematic analysis has been applied and the special educational perspectives have been used as an analysis tool. The teachers emphasized both positive and negative aspects with inclusion, regarding students in socioemotional difficulties. However, a more positive attitude emerged if they were given better prerequisites to implement inclusion. Teachers emphasized that it was challenging to spend time helping students in socio-emotional difficulties and adapt the teaching to their needs, in parallel with the rest of the class. The help that was expected of the special educator was wanted mainly through various forms of conversation.

Place, publisher, year, edition, pages
2020. , p. 56
Keywords [en]
Challenges, elementary school, inclusion, socioemotional difficulties, special educational needs classes, special educator
Keywords [sv]
Grundskola, inkludering, socioemotionella svårigheter, specialpedagog, särskild undervisningsgrupp, utmaningar
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-20853OAI: oai:DiVA.org:hkr-20853DiVA, id: diva2:1451435
Educational program
Special Education Programme
Supervisors
Examiners
Available from: 2020-07-06 Created: 2020-07-02 Last updated: 2020-07-06Bibliographically approved

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CiteExportLink to record
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Citation style
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