Speciell pedagogik = Specialpedagogik? : En studie i synsättet på dyslexi inom två alternativa pedagogiker

Detta är en Uppsats för yrkesexamina på grundnivå från Karlstads universitet/Estetisk-filosofiska fakulteten


The purpose of this report is to contribute with knowledge about the views within special education. I want to explore and compare the way students with special needs are approached within two different pedagogies in Sweden: Waldorf pedagogy and Montessori pedagogy.

I have closely studied these pedagogies, read the literature from existing research and also by conducting two interviews with a representative from each pedagogy Both pedagogies claim that their teaching methods are most suitable for children with reading and writing difficulties..

The Waldorf pedagogy was founded in 1919 in Germany by Rudolf Steiner. The pedagogy believes in the development of the students into independent children who can use their bodies as a tool for the learning of knowledge. The Montessori pedagogy was also founded in the beginning of the nineteenth century and stands for developing the students into independent individuals. However, the pedagogical approach to reading, writing and dyslexia is different. The Waldorf teachers avoid the term dyslexia because many of them have the opinion that these children are being diagnosed too easily.  The method of teaching is relatively relaxed and to be able to read and write is not necessary during the first years in school. On the other hand, the Montessori teachers are planning their students education so that they learn how to read and write during the first year, when they are only six years old. They believe that all students have different backgrounds and that a child who is attending a Montessori school is no different than the children who are studying within the traditional school system in Sweden.

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