Relationella eller kategoriska perspektiv? : En intervjustudie om lärares förhållningssätt till elever i eller med läs- och skrivsvårigheter i årskurs 3

Sammanfattning: The purpose of the study is to understand, from interviews with four teachers, how they relate to students with or in reading and writing difficulties. Furthermore, the purpose is to investigate whether the teachers in the study regard students as either with reading or writing difficulties or in reading and writing difficulties. The transcribed interview answers are interpreted and analyzed based on the categories of relational and categorical approaches. There are teachers who carry on both approaches. Teachers 'approaches in these regards have consequences for teachers' practical organization of teaching. A relational approach tends to be reflected in if teachers prefer to include students in reading and writing difficulties in regular teaching, while teachers with a more categorical approach to students with reading and writing difficulties tend to advocate that these students benefit best from alternative teaching methods that involve that the students are excluded from the rest of the class and the regular teaching. From the present study it appears that two teachers assume a relational perspective, and the other two carry both a relational and a categorical perspective at the same time, one teacher leans more on one perspective with elements of the other and vice versa. The teachers in the study mention the importance of social interaction at school and how it benefits learning. Therefore, this study's analysis is rooted in the sociocultural learning theory. Overall, collected data suggest that teachers and special educators and specialist teachers need to collaborate more within the classroom framework to create an inclusive environment.