Implementeringsforskning och förskolan : En del av specialpedagogens roll eller onödig kunskap?

Sammanfattning: The purpose of this study was to contribute to increased knowledge about how and to what extent special educators in preschool describe that they work with the implementation of, for example, guidelines, concepts, working methods and materials. The study also aimed to make visible the collaboration of special educators with other professional roles and how this in turn may affect the work with implementation. The theoretical starting point for the study is based on systems theory. The previous research that was considered relevant to the study is presented based on three different areas: The role of the special education teacher - not entirely clear, Implementation research and Implementation within educational activities. The study is based on qualitative interviews with 9 special educators who are all active in the preschool. To analyze the data and present the results, thematic analysis has been used. The result of the thematic analysis led to three main themes that together depict the informants' description of the work with and their thoughts on implementation. The three main themes that were created based on the data were: Different paths to decisions, The active role of the special education teacher and Implementation in a changing world. The results indicate that knowledge of implementation and implementation processes is important for the special education professional role but also for other professional roles in the preschool, such as the principal. The result also indicates that more knowledge about implementation and how different professional competences can cooperate regarding implementation is needed in preschooleducation. Awareness of how individuals are affected by change is also important for special educators in the work with implementation.