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Att kunna trots allt : en kvalitativ intervjustudie om skrivundervisning i svenskämnet för flickor med ADHD

Mathisen, Anna LU (2021) ÄSVM01 20202
Division of Swedish subjects, Danish, and Icelandic
Department of Educational Sciences
Swedish
Abstract
The aim of the study is to investigate how teachers of Swedish work with teaching writing in general and specifically to support girls with ADHD. The data collection took place during the autumn of 2020 through semi structured qualitative interviews conducted over Zoom. Three teachers from year 7 9 in the comprehensive school and one teacher from the Upper Secondary
school part took in the interviews. The results were compared to each other and are presented in thematic order. The result shows that the interviewed teachers work according to the circular model It is also clear that the teachers have experience d that the symptom s of girls with ADHD can vary greatly from individual to individual. But the majority of the interviewed... (More)
The aim of the study is to investigate how teachers of Swedish work with teaching writing in general and specifically to support girls with ADHD. The data collection took place during the autumn of 2020 through semi structured qualitative interviews conducted over Zoom. Three teachers from year 7 9 in the comprehensive school and one teacher from the Upper Secondary
school part took in the interviews. The results were compared to each other and are presented in thematic order. The result shows that the interviewed teachers work according to the circular model It is also clear that the teachers have experience d that the symptom s of girls with ADHD can vary greatly from individual to individual. But the majority of the interviewed teachers
have helped the girls to clarify the work through sub targets checklists and structured teaching. The results from the interviews are analyzed and discussed in relations to theories of teacher practice and writing development. In conclusion, the teachers need to hav e a flexible, understanding and knowledge based approach to the girls when teaching writing. The girls
could especially benefit from a calm, more secluded work environment, and to work in smaller groups. Finally, the girls could benefit from teacher led sessions for the development of strategies for writing to deal with the fluctuating energy levels. (Less)
Abstract (Swedish)
Studiens syfte är att undersöka hur svensklärare arbetar med skrivundervisning generellt och hur svensklärare arbetar specifikt för att stötta flickor med ADHD. Datainsamlingen skedde under hösten 2020 genom semistrukturerade kvalitativa intervjuer över Zoom. Antalet svarande var tre lärare från högstadieskolan och en lärare från gymnasieskolan. Svaren jämfördes och ställdes mot varandra. Resultaten är presenterade i tematisk ordning. I resultatet framgår det att samtliga lärare arbetar efter cirkelmodellen. Det framgår också att lärarna har
erfarenheter av att symtombilden för flickor med ADHD kan vara väldigt olika från individ till individ men att majoriteten av de intervjuade lärarna har behövt hjälpa flickorna med att tydliggöra... (More)
Studiens syfte är att undersöka hur svensklärare arbetar med skrivundervisning generellt och hur svensklärare arbetar specifikt för att stötta flickor med ADHD. Datainsamlingen skedde under hösten 2020 genom semistrukturerade kvalitativa intervjuer över Zoom. Antalet svarande var tre lärare från högstadieskolan och en lärare från gymnasieskolan. Svaren jämfördes och ställdes mot varandra. Resultaten är presenterade i tematisk ordning. I resultatet framgår det att samtliga lärare arbetar efter cirkelmodellen. Det framgår också att lärarna har
erfarenheter av att symtombilden för flickor med ADHD kan vara väldigt olika från individ till individ men att majoriteten av de intervjuade lärarna har behövt hjälpa flickorna med att tydliggöra arbetet genom delmål, checklistor och strukturerad undervisning. Resultaten analyseras och diskuteras sedan i diskussionen i förhållande teorier om lärares praxis och skrivutveckling. Slutsatsen är att lärarna behöver ha ett flexibelt förstående och kunskapsbaserat förhållningssätt till flickorna i skrivundervisningen. Flickorna kan särskilt gynnas av en lugn, mer avskild arbetsmiljö, att arbeta i mindre grupper samt att tillsammans med läraren utveckla strategier för de fluktuerande energinivåerna. (Less)
Please use this url to cite or link to this publication:
author
Mathisen, Anna LU
supervisor
organization
course
ÄSVM01 20202
year
type
H1 - Master's Degree (One Year)
subject
keywords
flickor med ADHD, skrivundervisning, anpassningar, lärarpraxis, ADHD i skolan, ADHD, cirkelmodellen
language
Swedish
id
9041814
date added to LUP
2021-03-15 08:39:49
date last changed
2021-03-15 08:39:49
@misc{9041814,
  abstract     = {{The aim of the study is to investigate how teachers of Swedish work with teaching writing in general and specifically to support girls with ADHD. The data collection took place during the autumn of 2020 through semi structured qualitative interviews conducted over Zoom. Three teachers from year 7 9 in the comprehensive school and one teacher from the Upper Secondary
school part took in the interviews. The results were compared to each other and are presented in thematic order. The result shows that the interviewed teachers work according to the circular model It is also clear that the teachers have experience d that the symptom s of girls with ADHD can vary greatly from individual to individual. But the majority of the interviewed teachers
have helped the girls to clarify the work through sub targets checklists and structured teaching. The results from the interviews are analyzed and discussed in relations to theories of teacher practice and writing development. In conclusion, the teachers need to hav e a flexible, understanding and knowledge based approach to the girls when teaching writing. The girls
could especially benefit from a calm, more secluded work environment, and to work in smaller groups. Finally, the girls could benefit from teacher led sessions for the development of strategies for writing to deal with the fluctuating energy levels.}},
  author       = {{Mathisen, Anna}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Att kunna trots allt : en kvalitativ intervjustudie om skrivundervisning i svenskämnet för flickor med ADHD}},
  year         = {{2021}},
}