Specialpedadogikens vägar in i klassrummet för att minska "skrivglappet"

Sammanfattning: Being able to write is considered a basic skill. Those who lack writing ability risk ending up in exclusion and a sense of not belonging in society. It has been shown that many students have insufficient knowledge of the written language and experience writing as a challenging activity. For students with language, reading and writing difficulties, the challenge is even greater and they need special educational support in writing instruction. This study aims to shed light on which writing instruction special needs teachers and special education teachers use and how they reason about its content and structure. It also addresses obstacles and opportunities that special needs teachers and special education teachers have experienced regarding teaching writing and additional adjustments for students with writing difficulties. Another focus lies on how successful collaborations with class teachers can look like when it comes to teaching writing. The data collection took place via semi-structured interviews with eight special needs teachers and special education teachers who shared their perceptions and experiences. Participants highlight aspects such as mapping, support structures and motivation. They see opportunities in the right expectations, differentiated teaching and digital tools. Lack of time and prioritization of support measures other than writing appear as obstacles. The ability to communicate and use each other's knowledge and experience is described as important for collaboration between special teachers and teachers.