Lärares extra anpassningar i Hem- och konsumentkunskap för elever med neuropsykriatisk funktionsnedsättning

Detta är en Uppsats för yrkesexamina på grundnivå från Umeå universitet/Institutionen för kost- och måltidsvetenskap

Sammanfattning: Background By law, extra adaptions must be made for students who are at risk of not achieving the knowledge requirements within the framework of regular teaching. Students with neuropsychiatric disabilities may have learning difficulties as well as social and emotional difficulties, which can make it more difficult in groupwork. As a result, they often need extra adaption. Lack of extra adaptions can increase student absenteeism. There are framework factors that can affect the implementation of the teaching and thus the students´ results. Objective The purpose of the study is to identify and describe how teachers make extra adaptions in the learning environment for the practical parts of Home and Consumer studies for students who have neuropsychiatric disability such as ADD, ADHD and ASD. Method In the study, nine semi-structured qualitative interviews were conducted with certified teachers in Home and Consumer studies at seven schools in five municipalities in different parts of the country. In the processing of the material, qualitative content analysis was used. Results The teachers showed great commitment and described various extra adaptations for students with neuropsychiatric disability that were applied. Some extra adaptions that were mentioned were, for example customed group compositions and placement in the room. Lack of knowledge about neuropsychiatric disability, difficulties with group compositions due to large groups of students as well as other framework factors such as lesson time affected the possibilities of making extra adaptions for students with neuropsychiatric disability. Conclusion The teachers request education on neuropsychiatric disability and how extra adaptions can be designed, but the study shows that the teachers nevertheless make many extra adaptions within the framework of the regular teaching. However, there were conflicts between framework factors and the intentions of the teachers to design these extra adaptions which means that the school isn´t equivalent. 

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