Gymnasieelevers erfarenheter av specialpedagogiska stödåtgärder.
Sammanfattning: This study focus on upper secondary school students and their experiences of special educational support they had or wanted to have during their school career, and the study displays in to which extension special education can prevent school failure or not. The study uses a hermeneutic method where different parts of the empirical background which contains aspects of school failure, mental health and societal isolation approaches the themes that form the results in a pendulum mode. The theories used in the study are based on Model of Human Occupation (MOHO), which highlights aspects of barriers that occur within the school context that might cause school failure. MOHO is formulated out of critical psychology and socio cultural theory, which reflects around questions of how participation and activity can solve difficulties that arise within the school context. Other theories in the theory section displays the importance of teachers engagement towards the students and that a flexible curricula can prevent lack of motivation. Motivation och and a sense of consistency have a connection to the possibilities for the student’s abilities to finish upper secondary school, and when the sense of consistency and motivation doesn’t occur within the school context it might cause school failure. The result section contains of in depth interviews with eleven (11) upper secondary school students. The age of the respondents are between 16 and 18 year and they all participated in the study on free will. A contact person at the school arranged the connection between the participants and me. The interviews were performed during October and November 2016 and all of the interviews were transcribed and analysed with Thematic Analysis inspired by the theories from Braun & Clarke (2006). The conclusion of the thesis reveal that special education has less impact in preventing school failure and that the profession of special educators is not something the students are aware of in the daily school context. The results displays instead that the students regular teachers give the necessary support to the students. Another result shows that the collaboration among the teachers is week and that the situation influences the student’s abilities to participate in the educational environment, in a certain mode where the students might loose their motivation, which in the end can cause school failure. Keywords Inclusive education, special education, barriers, support, school failure, dropout, sense of consistency, participation, approachability.
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