Elevanpassning inom slöjden : Slöjdlärares relation till elever med koncentrationssvårigheter

Sammanfattning: The purpose of this study is to elucidate how some teachers view their situation regarding students with concentration difficulties. The questions deals with how they see their opportunities to adapt the teaching, what they themselves think they do to adapt the teaching and what they lack to be able to provide better adaptations in their teaching. The study was conducted with a qualitative survey through telephone interviews with eight craft teachers. The craft teachers themselves consider that they usually have good conditions for adapting teaching for students with concentration difficulties, and they have many different tactics for doing so. According to Skolverket (2011; 2014), all students have the right to receive the help and adaptation they need to cope with schooling. However, the study shows that the adjustments that are made are exactly what Skolverket (2014) classifies as extra adaptations. If the pupil is to have a chance for special support, it is often required that they have a diagnosis for their concentration difficulties, and here the school's finances play a major role in what support the pupil really receives. The study also shows that the informants have not gained knowledge about adaptations through any education, but they have accumulated the knowledge through, for example, experiences and study days in the workplace.