Språk och minne – hinder eller verktyg? : En studie om pedagogers förhållningssätt till elever med språkstörning i lärandesituationer, med fokus på arbetsminne

Sammanfattning: The purpose of this study is to generate knowledge about how teachers relate to students with language impairment in learning situations, with particular focus on working memory. The questions are: What kind of knowledge do teachers have regarding language impairment and working memory?, What experience do teachers have regarding lack of working memory abilities among students with language impairment and which consequences do the teachers believe such defects may have for the students? and How can teachers create a learning environment that reduces the working memory demand for students with language impairment? A review of the field shows that there are gaps to fill regarding students with language impairment and working memory. Language impairment has so far been neglected by researchers and within the public debate. How working memory capacity affects the students has only recently begun to receive attention in school and research. The study was conducted through a qualitative phenomenographical methodology. Structured observations and semi structured interviews have been conducted in primary school classes years 1-3. The sample consisted of four teachers at two different schools. The analysis revealed six different themes. Three of them, knowledge of language impairment and working memory, experiences with language impairment and working memory and consequences in the learning environment was analyzed, and linked to theories of language impairment and working memory. The final three themes scaffolding, artifacts and structure were analyzed based on concepts from sociocultural theory and from theories of language impairment and working memory. The results show that both language impairment and working memory are perceived as complex concepts that are difficult to define whether teachers have the knowledge and experience or not. The teachers realize that the disability results in social and emotional consequences as well as consequences of learning. The results show differences in how teachers create a learning environment with reduced demands for working memory. The teachers guides students and create structure in the learning environment through various forms of scaffolding and artifacts. The results further show that knowledge and experience of language impairment and working memory may contribute to the creation of a learning environment with reduced demands for working memory. To create a school for all, knowledge of language impairment and working memory needs to be spread, relationships between neuroscience and education in schools need to be created and the support from special educators need to be expanded. .