Hjälpsam och sammarbetsvillig : Elevers delaktighet i åtgärdsprogram
The Swedish school law says that students who need special education should have all the support they need to reach the qualification that is set up. The arrangements have to be written down in an Individual education plan (IEP). Before the IEP is set up there has to be an investigation about what kind of support and measures the student needs to reach the qualification that is set up. The aim of this study is to examine student’s participation in school and in the progress with their own IEP.
I have accomplished a qualitative study by interviewing eight students during the letter part in the nine-year school. Each student has an IEP. My study has been accomplished in a first person perspective where I have rendered the student’s own stories as I understood them. The result shows that the student’s participation varies between active and passive participation independent of whether the participation is social or task-orientated. The main reason for the students to come to school is to join their friends. The result also shows that the students describe that they are participating in school and in the progress with their IEP even if their participation often is described as a passive involvement. Connecting to earlier researches shows that participation is more often recognised when the respondents are adults in school than if the respondents are students.
My conclusion of this study is that students have to participate earlier and more often in the junior school. That will lead to more engagement and motivation and the students will take more responsibility for learning in school. In that way they will get more knowledge according to our curriculum which is necessary for the examination in the ninth year.
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