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  • 1.
    Mattsson, André
    et al.
    Kristianstad University, Faculty of Education.
    Mats, Henrysson
    Kristianstad University, Faculty of Education.
    Omsorg och kunskap i grundsärskolan: 6 lärare beskriver grundsärskolans vardag före och efter LGSÄR 11:s införande i förhållande till begreppen omsorg och kunskap2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this degree project is to investigate how teachers, who work in compulsory schools for students with learning disabilities experience the compulsory schools for students with learning disabilities today based on the concepts of knowledge and care. Reports from the National Agency for Education have shown that the compulsory schools for students with learning disabilities contains too much care at the expense of knowledge. Caring versus knowledge is a constant topic for discussion in and in the management of the compulsory schools for students with learning disabilities. With the introduction of LGSÄR11, the knowledge assignment was clarified (Skolverket, 2018). Therefore, we had the following questions in our work: How has the teaching of compulsory schools for students with learning disabilities changed from a care and knowledge perspective since the introduction of the curriculum LGSÄR11? How do teachers in the compulsory schools for students with learning disabilities today view the compulsory schools for students with learning disabilities assignment in relation to the concepts of care and knowledge? To answer this, we chose a hermeneutic approach, using a qualitative method in the form of semi-structured interviews to find out the teachers experiences from the practical life of the school for students with intellectual disabilities. We have a relational theory as the framework in this work. The results in brief show that the teachers experience a clearly increased focus on knowledge after the introduction of LGSÄR11, which they are basically positive about, but also see disadvantages. Teachers have difficulty defining what the increased focus of knowledge has on positive effects for students in a life perspective. Teachers define care differently. Teachers define knowledge broadly and pragmatically. Teachers see care and knowledge in compulsory schools for students with learning disabilities as indistinguishable in the actual practice.

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