"Antingen är idrotten succé eller katastrof" : En kvalitativ studie om idrottslärares utmaningar med elever med NPF-anpassningar

Sammanfattning: Purpose and Research Questions: The purpose of the essay is to examine how well teachers in primary schools perceive that the education they have received has provided them with the prerequisites to meet students with neurodevelopmental disorders (NPF) in primary education.The study also aims to investigate the specific practices they employ and the professional development they have undertaken in connection to neurodevelopmental disorders. The research addresses three main questions: - What experiences and challenges do physical education and health teachers face when working with adaptations for students with neurodevelopmental disorders? - How do teachers perceive the education they have received in this area? - How do teachers experience their access to support and professional development opportunities?" Method: Employing a qualitative approach, the authors conducted interviews with five physicaleducation teachers, each with diverse professional backgrounds but sharing a common graduation from the Gymnastics and Sports University. Thematic content analysis was applied to process the gathered data. Results: The teachers' efforts in NPF adaptations are influenced by challenges such as ademanding environment and time constraints. Issues with facilities, scheduling, and maintenanceimpact students' engagement. Despite limited time, teachers stress the importance of allocating time for adaptations and express a desire for more planning time. Regarding teacher education, aunanimous perception emerges of in adequate knowledge about NPF diagnoses from the Gymnastics and Sports University, which predominantly focuses on physical disabilities. The availability of professional development and additional education varies based on the interest andsupport from school leadership. Networking and knowledge exchange with other schools and colleagues are seen as valuable in addressing challenges. In summary, teachers' experiences highlight the need for resources, time, and education to establish an inclusive learningenvironment for students with NPF diagnoses. Conclusion: Teachers encounter deficiencies in education related to Neurodevelopmental Disorders (NPF) and face challenges in accessing relevant professional development. Time constraints and financial barriers impact their knowledge acquisition. Insufficient support,particularly concerning time and adapted environments, hinders their ability to assist students with NPF. Enhancing relationship education, increasing accessibility to professional development, andactive support from schools can promote an inclusive learning environment for students with NPF diagnoses.