Arbeta med åtgärdsprogram : Två lärares uppfattningar om arbetet med åtgärdsprogram

Sammanfattning: The aim of this study is to describe the variation in two teachers perceptions of their work with individual developments. The study begins with a review of the Swedish National Agency for Education’s guidelines for working with individual developments. With this I want to give the reader an insight into the teachers working conditions and the responsibilities the school authorities have against their students. Using phenomenography, I have examined the differences between two mathematic teacher’s perceptions in working with individual developments for student’s in need of special education.     My questions are:   How do mathemathic teachers perceive their work with individual developments?   What support and what information do the teacher’s feel that they have been given in order to use individual developments as a tool?   How do the teachers perceive that their work situation has influenced their work with individual developments?   The two teachers I have interviewed showed different perceptions both in how they understood the guidelines for working with individual developments and how they chose to work with them. My conclusion is that the work situation and further education are those things that the most affects the perceptions of working with individual developments. The different working conditions of the teachers affect how they formulate the individual developments and how they use them as tools. Knowledge and teamwork are the key words in order to work succesfully with individual developments. Didactic knowledge is needed to determine which teaching materials that are useful and really helps the student. Teachers need support when introducing new reforms and when working with all the documentation. A good action plan is neccessary for students in need of special education and collaboration between everyone involved in the student's school situation. The main issue we have is to resolve how we can help teachers manage their teaching situation so they can respond to all students based on each student's unique needs.   Keywords:   Individual development   Phenomenography   Special support