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När det inte blir som man har tänkt sig: - En fallstudie av undervisningssituationer med elever med behov av särskilt stöd
Dalarna University, School of Education, Health and Social Studies, Educational Work.
2016 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Fallstudien beskriver och diskuterar några lektioner med elever som har specifika inlärnings-svårigheter, utifrån skolverkets Allmänna råd, och belyser vilka pedagogiskt svårhanterliga problem och dilemman som kan uppstå när det inte blir som läraren har planerat. Teorin om den proximala utvecklingszonen åskådliggörs. Aktivitetens betydelse för inlärning belyses. Komplexiteten kring lärarskap och ledarskap illustreras. Skolverkets teori om kunskap genom progression, enligt givna årskurser med givet innehåll, stämmer inte alltid med erfarenheterna hos några av verklighetens elever. Samspelet mellan lärare och elever belyses i studien. Be-skrivningar av utvecklingsrelaterade funktionsnedsättningar och psykiskt sårbara barn visar ytterligare hur elevers individuella förutsättningar kan ge konsekvenser för inlärning.

Abstract [en]

This case study describes and discusses the outcome of some lessons, according to skolver-kets Allmänna råd, given for pupils with specific learning difficulties. It shows pedagogical problems and dilemmas which might occur when things do not turn out as it was planned for. The theory of the zone of proximal development is described in broad outline. The im-portance of action as the foundation to learning is illustrated. The complex role of teaching in the classroom is explained. Skolverket pursue (the theory of) a progression plan, according to the assumption that in a certain grade the pupils learn already defined knowledge based on success from previous learnings, even though it does not always square with the experiences of the pupils state of mind. A brief account of developmental disabilities and psychologically vulnerable children further more pictures how the individual conditions of the pupils can give consequences for the ability to learn.

Place, publisher, year, edition, pages
2016.
Keyword [en]
pedagogical dilemmas, specific learning difficulties, individual circumstances.
Keyword [sv]
pedagogiska dilemman, specifika inlärningssvårigheter, individuella förutsättningar.
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:du-21263OAI: oai:DiVA.org:du-21263DiVA: diva2:913658
Available from: 2016-05-17 Created: 2016-03-22 Last updated: 2016-05-18Bibliographically approved

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File name FULLTEXT01.pdfFile size 542 kBChecksum SHA-512
f72e9b4f65ae1bc21f275122ab1e58cc628fc0b3ac14680c2cf8c8e1e680219040a30c883c0fcccb00e82b3685054851b11153c9756e351c9952119727a66127
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf