En studie av specialpedagogers interaktion med rektorer och ämneslärare

Sammanfattning: Introduction'The introduction notes worrisome statistics from 2017 that had one in four high-school students either drop out prematurely or fail to achieve passing grades in all their subjects. The importance of the SNE role to remedy this problem is emphasized. However, the profession occasionally lacks legitimacy in the workplace, as it is not statutory, and the role is not always well-understood among principals and general educators alike. Aim'This study examines how the interactions of special needs educators (SNEs) with principals and general educators affect their ability to perform efficiently in their professional role. Theory'In addition to previous research, the study leans on theories pertaining to the establishing of professions, the process of invoking jurisdiction over work tasks and the forming of social bonds between individuals.Method'Semi-structured interviews were conducted with two representatives from each of the three profession, lending to a broader picture given the limited scope of the study. Thematic analy-sis was used to analyze the empirical interview data. Results'Two themes emerged in the results as relevant to the aim of the study: 1. The mandate and support that SNEs receive – or fail to receive - from principals appear to affect their ability to enact their professional role and perform efficiently in it. 2: Social bonds that are forged in the workplace, as well as communication between professions, seem to have bearing on the ability of SNEs to perform efficiently in their professional role. Implications'The study concludes that all three professions prefer that SNEs should work closer to general educators than principals. Because the chief interaction between principals and SNEs was widely considered the granting of mandate and setting of the agenda, it was suggested that SNEs focus primarily on establishing good social bonds and collaborating with general educa-tors in order to increase their chances of positively impacting the workplace. While recognizing its limited scope, this study proposes that research focus more on the potential benefits of statutory status for SNEs. In view of how the study correlates fairly well with previous research, in cases going back several decades, it is further suggested that efforts be made into allowing research greater influence on how the profession is enacted and orga-nized. As a final recommendation, closer cooperation between SNE, principal and general educator programs in higher education is viewed as favorable in order to promote interprofes-sional understanding and collaboration in the workplace.