Samverkan mellan elevhälsa och lärare i grundsärskola med fokus på beteendeproblematik : Eller: Varför blev det som det blev när vi gjorde som vi gjorde?

Sammanfattning: Abstract   The aim of this study is to highlight how teachers in compulsory schools for pupils with intellectual disability experience and describe the preventative work and support contributed by the school health services, especially when it comes to behavioral issues. To obtain answers I proposed the following questions:   How do teachers in compulsory schools for pupils with intellectual disability define behavioral issues and what experiences do they have of working in a preventing way? How do teachers in compulsory schools for pupils with intellectual disability experience preventative support, in collaboration with school health services, with added attention of behavioral issues? What various forms of collaboration occur between the different professions within school health service and the teachers in compulsory schools for pupils with intellectual disability? How do teachers in compulsory schools for pupils with intellectual disability describe organizational preconditions and potential challenges of collaboration? My chosen method was semi structured interviews which were organized based on three different themes. Both the special educational perspectives and new institutional theory has acted as a theoretical framework for the study. The results show a lack of collaboration on a quantitative as well as qualitative level. There is however, a desire for an expanded and qualified collaboration between the teachers. In the analysis of the results three important preconditions emerged and those were   Level of education and adequate education on the representatives of school health services affects the degree of possible collaboration. Perception of knowledge and human perception affects the view on inclusion and exclusion The organizing of school activities and the significant role of the principal.   The results of the study cannot be generalized but they could imply that collaboration is made difficult by far too many outlying aspects. Such as competition, political decisions, and requirements concerning results and grades as well as far too many generalized solutions targeting various formations not always based empirically or on tried experience. To counter this dilemma demands sustainability, innovation and an open atmosphere among staff members, where everyone has a sense of context, working together towards fulfillment and always focusing on what is best for the pupil.   Keywords Cooperation, preventing, challenging behavior, intellectual disorder, challenges, inclusion, organization and collaboration.