Specialpedagogiskt stöd för elever under grundskolans senare år : - utformning av lärmiljö och undervisning för elever i läs- och skrivsvårigheter

Sammanfattning: The purpose of this study has been to increase knowledge about how the learning environment and teaching is designed for students in the later years of primary school in need of special support who have reading and writing difficulties. The study is qualitative and was carried out with semi-structured interviews with special teachers/special need educators. The interviews were analyzed with a targeted content analysis. The results of the study show that schools adapt the pedagogical learning environment and the physical learning environment based on students different needs. Special teachers/special pedagogues describe students' opportunity for training in another place, such as a special teaching group. Furthermore, a split is described in terms of inclusion/exclusion in the special teaching group. All schools work to promote relationships to strengthen the social learning environment. A few respondents in the study expressed unsafe classroom climate as a factor in the psychosocial learning environment. Special teachers/special need educators describe the design of the teaching for students with reading and writing difficulties in need of special support through the use of digital assistances. Furthermore, the results of the study show that working methods and methods such as genre pedagogy and differentiated teaching are present. Special teachers/special need educators describe support in the classroom as an inclusive aspect of the design of teaching. A few special teachers/special need educators describe organizational solutions such as co-teaching as an inclusive aspect for the possibility of giving students pedagogical support in the classroom. Furthermore, the results of the study show that one-to-one teaching occurs in all schools as a pedagogical measure for students with reading and writing difficulties in need of special support. In addition, the results show that assessment and grading are adapted for these students by, for example, being given the opportunity to demonstrate abilities verbally and have texts read aloud. Special support in school in the form of a student resource/support person is also common, according to the study.