Vårdnadshavarnas erfarenheter kring stödet till sitt barn med intellektuell funktionsnedsättning. : En intervjustudie

Sammanfattning: The purpose of this study is to deepen the knowledge of guardians experiences of coordination between the various support measures for their children with intellectual disabilities in special schools. My research questions are to find out how the guardians describe the contact with LSS administrators, child and youth habilitation personnel and specialist teachers in schools for children with special needs as well as the experiences of the guardians based on their contacts with LSS administrators, child and youth habilitation personnel and specialist teachers in special schools. To find this out, a qualitative study is conducted in the form of interviews with guardians of children with intellectual disability. Informants in the study were nine guardians from three different municipalities. The results have been analyzed using Bronfenbrenners developing ecological model. The results show amongst other things that the guardians want more coordinated meetings to facilitate everyday life for the family. Another result was that the contact between the different instancesvary greatly both in quantity and quality and it is up to the guardians if contact occurs. It commonly emerged that the guardians experiences are that there is a good competence in general within different personnel groups. Another finding was that there are shortcomings regarding documentation and monitoring. Finally, it also emerged that it differs regarding how agencies act in preparing guardians for the future in different instances. One conclusion is that variation seems to be bound to whom the guardians have as an administrator and it becomes clear that the role of the special education teacher as a qualified conversation partner is important both in special schools but also in meeting with other professionals. It cannot be stressed enough how important the role is as a special education teacher and coordinator to simplify everyday life for parents or guardians. In addition, monitoring and evaluations fill an important function in professional practice as necessary for improving mutual understanding between home and special schools.