Anpassningar för elever med koncentrationssvårigheter i naturvetenskaplig undervisning

Sammanfattning: This paper is about a study on how Swedish science teachers with pupils in grades 4-6, ages 10-12, plan and adapt the way they teach in order to integrate pupils who have concentration difficulties. The methods that were used to acquire data for this study were mainly interviews with science teachers for grades 4-6. These interviews consisted of various open questions where the teachers were able to affect the outcomes of the conversations. Apart from the teacher interviews the study also consists of complementary collection of data through observations of science lessons and by interviews with a few of the pupils. The pupil interviews were used as a complement to the teacher interviews, and their focus was to extract some knowledge of the pupils’ own experiences of the science subject and whether or not they get the support they need in those classes.The results of the study indicate that adaptations which occur in theoretical assignments are slightly different from those which occur in practical assignments. Generally speaking there seems to be less need for adaptations in the practical assignments when it comes to students with concentration difficulties. One of the generally most important adaptations is the increase of clear structures and detailed instructions for each assignment. This adaptation is not only beneficial for students who have concentration difficulties, but for them it is crucial as their learning capacity decreases significantly in conditions of unstructured and unclear lessons. Many of the teachers find themselves unable to entirely fulfill their ambitions of adapting their classes for all students due to limited time and/or resources.