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Samarbete - en självklarhet?: En studie om samarbete mellan lärare, specialpedagog/speciallärare och logoped som främjar elever med språkstörning i deras språkutveckling
Halmstad University, School of Education, Humanities and Social Science.
Halmstad University, School of Education, Humanities and Social Science.
2022 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This qualitative study examines how teachers, speech therapists, remedial teachers and special pedagogs are collaborating to support language development for pupils with a language disorder. Research shows that teachers require guidance from other professions and a wish for a greater collaboration, to contribute to a way of working that benefits pupils with language disorder. The study aims to see the relevance of collaboration between the professions and how that can favour pupils with a language disorder in the Swedish school. Qualitative semi-structured interviews with the different professions were conducted and analysed, partly through thematic analyse, partly through the theoretical framework: The theory of Collaboration and The theory of Framefactor. This resulted in three categories; work with pupil, the aspect of time and collaboration. Thereafter the result is discussed in relation to the research results. The study shows that when a speech therapist is continously present at the school, the pupils get a more direct support, as the teachers state that they require the competence of the speech therapist. After guidance from the speech therapist, the teachers lack the time to continue working with the pupil. Time for guidance is also scarce. The more collaboration between the three professions, the greater possibilities for pupils with language vulnerability to get the best pre-requisites.

Abstract [sv]

Denna kvalitativa studie undersöker hur lärare, logopeder, speciallärare och specialpedagog samarbetar för att främja språkutvecklingen för elever med en språkstörning. Forskning visar att lärare erfordrar handledning från andra professioner och en önskan om ett samarbete i större omfattning för att bidra till ett arbetssätt som gynnar elever med språkstörning. Studien syftar till att se relevansen av samarbete mellan professionerna och hur det kan gynna elever med en språkstörning i den svenska skolan. Kvalitativa semistrukturerade intervjuer med de olika professionerna genomfördes och analyserades dels genom tematisk analys, dels genom de teoretiska ramverken Samverkansteorin samt Ramfaktorteorin. Det resulterade i tre kategorier; arbete med elev, tidsaspekt och samarbete. Därefter diskuteras detta i relation till forskningsresultatet. Studien visar att när en logoped finns kontinuerligt på skolan leder det till att eleverna får en mer direkt stöttning då lärarna uppger att de behöver logopedens kompetens. Lärarna har ont om tid för att arbetade vidare med eleven efter logopedens handledning och det saknas även tidsutrymme för handledningstillfällen. Desto tätare samarbete mellan de tre professionerna, desto större möjligheter för att eleven med språklig sårbarhet ska få bästa möjliga förutsättningar.

Place, publisher, year, edition, pages
2022. , p. 57
Keywords [en]
Language impairment, linguistic vulnerability, linguistic development, collaboration, cooperation
Keywords [sv]
Språkstörning, språklig sårbarhet, språklig utveckling, samarbete
National Category
Educational Sciences Didactics Learning Pedagogy Pedagogical Work
Identifiers
URN: urn:nbn:se:hh:diva-47336OAI: oai:DiVA.org:hh-47336DiVA, id: diva2:1675445
Educational program
Primary Teacher Education, 240 credits
Supervisors
Examiners
Available from: 2022-06-23 Created: 2022-06-22 Last updated: 2022-06-23Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Output format
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