Samverkan mellan fritidshem och skola i arbetet med elever i behov av särskilt stöd

Sammanfattning: In this scientific essay, as a leisure-time teacher and a resource teacher, I will explore a dilemma that involves students with adolescent neuropsychiatry and that needs support. The dilemma will be analyzed from my own reflections, theories and scientific studies that arerelevant. The central part of the essay is regarding special education, with the scientific studies, that is crucial to work with students with adolescent neuropsychiatry. The school's curriculum that controls the classroom and special education for students with adolescent neuropsychiatry also has its part in the essay. The interplay between the teacher and the resource teacher is built on cooperation and is alsoa part of this essay. The cooperation is described and the possibilities and conditions for it. Consequences when obstacles for cooperation occur. When there is a lack of cooperation animbalance of power could occur and contributes to the hierarchy that occurs in school. To enable and contribute to a good cooperation between the leisure-time teacher and the teacherthe school management plays a big part in to define the job description for the leisure-timeteacher in the classroom and with working with students with adolescent neuropsychiatry. The curriculum involving leisure-time teachers should also be defined to understand the expectations and the job description. The role as a leisure-time teacher and a resources teacher is complex. The role is limited due to lack of competence to work with students with adolescent neuropsychiatry. This combined with the lack of a clear job description contributes to the lack of conditions for an cooperation that is optimal. Furthermore this contributes to different status and an imbalance in power thatis present in schools.