Att skriva - En komplicerad historia : Sju klasslärares beskrivning av extra anpassningar till elever i årskurs 1-5 med behov av stöd i sin skrivutveckling.

Sammanfattning: The purpose of this study is to describe the additional adaptations given by some teachers in grades 1 to 5 to students in need of support in their writing development in the Swedish subject. The research questions highlighted by the study are threefold: Which are the interviewed teachers experiences of students who need support in their writing development within the Swedish subject matter, how do the teachers describe that they adapt writing lessons to students who need extra support for these students, and finally, what success factors in the students does the interviewed class teachers observe in the work of supporting students' writing development. To take part of the teachers' experiences and to answer the purpose and questions of the study, semi-structured seminars have been conducted with seven teachers in grades 1 to 5. The basis of the analysis has been Ivanič's framework that illustrates the writing from a linguistic holistic perspective. After that, the layers of the framework have been linked with a socio-cultural, cognitive and special educational perspective that supports the layers of the framework. Previous research and current literature has also been used to interpret the results. The result of the study shows that teachers work with several factors to provide additional adaptations to the pupils in need of support. They target all students by having a clearly structured approach and a good classroom environment, but also with individual efforts directed towards students in need in need for those. Digital aids are used by all students, and through these the support can be individualized for those students who need extra support. The most prevalent measures to support students in need of support are teacher support and one-to-one education, and in these situations the teachers notice the most successful writing development of the student. One conclusion of the study is that individual writing development consists of many factors and that it is important that teachers have knowledge of those factors, both theoretically and practically. Another conclusion is that special educational skills should be available within each and every school.