Kan jag få lite hjälp? : hur elever på individuella programmet i gymnasieskolan upplevt grundskoletiden och betydelsen av individuella åtgärdsprogrammet
(2002)School of Social Work
- Abstract
- The purpose of this paper was to find out which objectives the curriculum for the compulsory basic school (Lpo 94) and the Education Act, states for the support of pupils in need of special support in general and the measure programmes in particular, furthermore which experiences the pupils and their custodians have about the support and the measure programmes, which have been offered in the compulsory basic school and the upper secondary school. Central questions at issue were: - How does the pupils and their custodians look back at the pupil's time in the compulsory basic school on the basis of the difficulties they have had during this time and how the school handled their need of help? - Which knowledge does the pupils and their... (More)
- The purpose of this paper was to find out which objectives the curriculum for the compulsory basic school (Lpo 94) and the Education Act, states for the support of pupils in need of special support in general and the measure programmes in particular, furthermore which experiences the pupils and their custodians have about the support and the measure programmes, which have been offered in the compulsory basic school and the upper secondary school. Central questions at issue were: - How does the pupils and their custodians look back at the pupil's time in the compulsory basic school on the basis of the difficulties they have had during this time and how the school handled their need of help? - Which knowledge does the pupils and their custodians have about the measure programmes? - Which results did the pupils achieve with the guiding principles from the measure programmes, and the factors which have affected these results? - In which way has the school taken care of the pupils opinions and which influence have they had in the scheduling, establishment and the implementation of the measure programmes? - In which way has the school taken advantage of the custodians engagement and knowledge during the scheduling and the establishment of the measure programmes? The investigation contained; interviews with pupils from the upper secondary school, interviews with the custodians of these pupils, interviews with a group of pupils and a study in literature. When it comes to pupils in need of special support does the school has guiding documents, which closely control the responsibility of the school. According to the curriculum should special consideration be taken to the pupils that need special support. The pupils in this study has experienced the years at the compulsory basic school as problematic. They have felt that the school did not give them the help they were in need of. They also considered that the tuition was inferior. The interviews showed that the school, in certain cases, did not fulfil the requirements for establishment of measuring programmes for every pupil that need special support. However, the pupils and their custodians, in this investigation, does not consider that the results was satisfying in those cases which measuring programmes were established. They consider that these programmes were mostly just a document instead of a useful tool. The influence that the pupils and their custodians have had when it comes to measuring programmes has not been far-reaching. The pupils and their custodians have participated in the establishment, but every decision have been made only by the school. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/1359130
- author
- Jeppsson, Teija
- supervisor
- organization
- year
- 2002
- type
- M2 - Bachelor Degree
- subject
- keywords
- Social problems and welfare, national insurance, Sociala problem, social välfärd, socialförsäkring
- language
- Swedish
- id
- 1359130
- date added to LUP
- 2004-11-08 00:00:00
- date last changed
- 2004-11-08 00:00:00
@misc{1359130,
abstract = {{The purpose of this paper was to find out which objectives the curriculum for the compulsory basic school (Lpo 94) and the Education Act, states for the support of pupils in need of special support in general and the measure programmes in particular, furthermore which experiences the pupils and their custodians have about the support and the measure programmes, which have been offered in the compulsory basic school and the upper secondary school. Central questions at issue were: - How does the pupils and their custodians look back at the pupil's time in the compulsory basic school on the basis of the difficulties they have had during this time and how the school handled their need of help? - Which knowledge does the pupils and their custodians have about the measure programmes? - Which results did the pupils achieve with the guiding principles from the measure programmes, and the factors which have affected these results? - In which way has the school taken care of the pupils opinions and which influence have they had in the scheduling, establishment and the implementation of the measure programmes? - In which way has the school taken advantage of the custodians engagement and knowledge during the scheduling and the establishment of the measure programmes? The investigation contained; interviews with pupils from the upper secondary school, interviews with the custodians of these pupils, interviews with a group of pupils and a study in literature. When it comes to pupils in need of special support does the school has guiding documents, which closely control the responsibility of the school. According to the curriculum should special consideration be taken to the pupils that need special support. The pupils in this study has experienced the years at the compulsory basic school as problematic. They have felt that the school did not give them the help they were in need of. They also considered that the tuition was inferior. The interviews showed that the school, in certain cases, did not fulfil the requirements for establishment of measuring programmes for every pupil that need special support. However, the pupils and their custodians, in this investigation, does not consider that the results was satisfying in those cases which measuring programmes were established. They consider that these programmes were mostly just a document instead of a useful tool. The influence that the pupils and their custodians have had when it comes to measuring programmes has not been far-reaching. The pupils and their custodians have participated in the establishment, but every decision have been made only by the school.}},
author = {{Jeppsson, Teija}},
language = {{swe}},
note = {{Student Paper}},
title = {{Kan jag få lite hjälp? : hur elever på individuella programmet i gymnasieskolan upplevt grundskoletiden och betydelsen av individuella åtgärdsprogrammet}},
year = {{2002}},
}