Universitetsstudier med dyslexi: erfarna universitetslärares perspektiv på undervisning och stöd

Detta är en Magister-uppsats från Göteborgs universitet/Institutionen för neurovetenskap och fysiologi

Sammanfattning: The purpose of the study was to find out how university teachers' reason and act regarding adjustments and support for students with dyslexia. A qualitative method was used and data were collected via semi-structured interviews with seven university teachers at various universities and institutions in Sweden. The interviews were transcribed and analyzed thematically. The analysis resulted in four different main themes; knowledge about dyslexia, sources of information, the importance of accessible learning environments because everyone is different, certificates necessary for the exercise of equivalent authority, and nine sub-themes. The result provided a deeper understanding of the university teachers' knowledge about dyslexia, their thoughts and actions regarding adjustments and support for students with dyslexia, their efforts to develop a general learning environment accessible to all students and how they view their role as teachers. One possible implication of the study is that more training on support and adjustments for students with dyslexia is needed as it is requested by university teachers. There is also a need for more research on the subject, among other things to investigate how time and workload can affect teachers' work with students with dyslexia.

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