Skoldaghem: Ett alternativ för elever i behov av särskilt stöd
(2000) In Studia psychologica et paedagogica- Abstract
- This thesis concerns ten pupils in need of special support. The overriding principle governing the Swedish educational system today is that pupils with functional difficulties should be integrated into ordinary schools, but exceptions may be made and the pupils can attend a special day-school. The primary aim of the present thesis is to study the progress of seven students, attending special day-schools with regard to · sense of self · sense of competence · social skill in work, play and other interaction. A secondary aim is to look at what factors in the special day-school environment contribute to the pupils’ progress. A third is to study what happens to these pupils when they return to their local school environment. I also describe the... (More)
- This thesis concerns ten pupils in need of special support. The overriding principle governing the Swedish educational system today is that pupils with functional difficulties should be integrated into ordinary schools, but exceptions may be made and the pupils can attend a special day-school. The primary aim of the present thesis is to study the progress of seven students, attending special day-schools with regard to · sense of self · sense of competence · social skill in work, play and other interaction. A secondary aim is to look at what factors in the special day-school environment contribute to the pupils’ progress. A third is to study what happens to these pupils when they return to their local school environment. I also describe the progress of three children in need of special support, who remain at their ordinary schools. Interviews were the main method of data collection. Pupils, parents and teachers were interviewed, so informant triangulation was established. A rating scale was also used, thus achieving methodological triangulation. The result shows that during their attendance at special day-schools all the pupils developed a more positive sense of self and competence and increased their social skill in work, play and other interaction. For most of the pupils the positive progress remained after their return to their local schools, but to a lower degree. The school environment to which the pupils first became accustomed was described by the teachers working there as often having a lively classroom situation, with teachers who lacked both special education competence, resources, and time for children in need of special support. The environment provided by the special day-school, however, with many adults present, who had time for the children, made the special support possible. In the special day-school, where the pedagogical work had its starting point in each pupil’s needs and skill, a positive relation was established between the sense of self, sense of competence and social skill. The constantly present, competent and involved adults, the small groups of pupils, the integrated school day and the close co-operation with parents all contributed to a positive development for a majority of the pupils. This positive trend was broken however, in two cases on return to the local school, where pupil groups were large and sometimes multi-graded, and where teachers lacked time and special education competence demanded by pupils in need of special support. What my study most convincingly shows is that the ordinary school can not always give pupils with emotional disturbances and behavioural disorders the sufficient special support they need to develop their sense of self, sense of competence and social skill. In a special day-school these pupils can get the special support they need. (Less)
- Abstract (Swedish)
- Popular Abstract in Swedish
Studien handlar om tio elever i behov av särskilt stöd. Den förhärskande tanken inom det svenska utbildningsväsendet är att elever med funktionshinder ska integreras i den vanliga skolan. Undantag får emellertid göras och eleverna kan t.ex. få sin skolgång på ett skoldaghem.
Det främsta syftet med föreliggande studie är att undersöka hur sju elever med skolgång på skoldaghem utvecklas när det gäller · jagmedvetande · känsla av kompetens · social samspelsförmåga i arbete, lek och annan samvaro.
Ett andra syfte är att undersöka vilka faktorer det är i skoldaghemsmiljön som bidrar till elevernas utveckling. Ett tredje är att studera vad som händer, när eleverna... (More) - Popular Abstract in Swedish
Studien handlar om tio elever i behov av särskilt stöd. Den förhärskande tanken inom det svenska utbildningsväsendet är att elever med funktionshinder ska integreras i den vanliga skolan. Undantag får emellertid göras och eleverna kan t.ex. få sin skolgång på ett skoldaghem.
Det främsta syftet med föreliggande studie är att undersöka hur sju elever med skolgång på skoldaghem utvecklas när det gäller · jagmedvetande · känsla av kompetens · social samspelsförmåga i arbete, lek och annan samvaro.
Ett andra syfte är att undersöka vilka faktorer det är i skoldaghemsmiljön som bidrar till elevernas utveckling. Ett tredje är att studera vad som händer, när eleverna återvänder till sina hemskolor. Jag beskriver också utvecklingen hos de tre elever i behov av särskilt stöd som under hela undersökningstiden går kvar i den vanliga skolan.
Intervjuer har varit den viktigaste metoden för datainsamlingen. Elever, föräldrar och lärare har intervjuats. Därigenom har informanttriangulering åstadkommits. Ett skattningsschema har också utnyttjats varigenom metodtriangulering erhållits.
Resultatet visar att under skoldaghemstiden utvecklade alla eleverna mer positivt jagmedvetande, mer positiv känsla av kompetens samt ökad social samspelsförmåga i arbete, lek och annan samvaro. För flertalet elever kvarstod den positiva förändringen sedan de kommit åter till hemskolorna, dock i något lägre grad. Den skolmiljö som eleverna först mötte beskrevs av lärarna där som livlig, med lärare som saknade såväl specialpedagogisk kompetens som tillräckligt med tid för elever i behov av särskilt stöd. Skoldaghemsmiljön däremot, med många vuxna, erbjöd den kompetens och tid som elever i behov av särskilt stöd kräver. På skoldaghemmet där det pedagogiska arbetet utgick från den enskilde elevens behov och förmåga, uppstod dessutom ett positivt samband mellan jagmedvetande, känsla av kompetens och social samspelsförmåga. De kunniga och engagerade vuxna, de små elevgrupperna, den samlade skoldagen och det nära samarbetet med föräldrarna bidrog till en positiv utveckling för alla eleverna. För två av eleverna bröts denna positiva utveckling vid återkomsten till hemskolorna, där elevgrupperna återigen var stora och ibland åldersblandade och där lärarna saknade den tid och specialpedagogiska kompetens som krävs i arbetet med elever i behov av särskilt stöd.
Min studie visar att den vanliga skolan inte alltid kan ge elever, med de svårigheter det här är fråga om, nämligen känslomässiga svårigheter och/eller beteendestörningar, tillräckligt med specialpedagogiskt stöd för att elevernas jagmedvetande, känsla av kompetens och sociala förmåga ska utvecklas i positiv riktning. På ett skoldaghem däremot kan dessa elever få det stöd de behöver. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/27717
- author
- Sandén, Ingrid LU
- supervisor
- opponent
-
- Professor Knutsdotter Olofsson, Birgitta
- organization
- alternative title
- A Special day-school: An alternative for pupils in need of special support
- publishing date
- 2000
- type
- Thesis
- publication status
- published
- subject
- keywords
- special day-school, work and other interaction, social skill in play, sense of self, sense of competence, Interviews, pupils in need of special support, Pedagogy and didactics, Pedagogik, didaktik
- in
- Studia psychologica et paedagogica
- pages
- 205 pages
- publisher
- Department of Educational and Psychological Research, School of Education, Lund University at Malmö
- defense location
- School of Education, Malmö University, Malmö
- defense date
- 2000-10-20 10:15:00
- external identifiers
-
- other:ISRN: LUSADG (SAPP-1076) 1-205 (2000)
- ISSN
- 0346-5926
- ISBN
- 91-88810-14-3
- language
- Swedish
- LU publication?
- yes
- id
- 343977c3-1ec3-44d7-a9a8-c88e775a705a (old id 27717)
- date added to LUP
- 2016-04-01 16:41:12
- date last changed
- 2019-05-23 16:28:24
@phdthesis{343977c3-1ec3-44d7-a9a8-c88e775a705a,
abstract = {{This thesis concerns ten pupils in need of special support. The overriding principle governing the Swedish educational system today is that pupils with functional difficulties should be integrated into ordinary schools, but exceptions may be made and the pupils can attend a special day-school. The primary aim of the present thesis is to study the progress of seven students, attending special day-schools with regard to · sense of self · sense of competence · social skill in work, play and other interaction. A secondary aim is to look at what factors in the special day-school environment contribute to the pupils’ progress. A third is to study what happens to these pupils when they return to their local school environment. I also describe the progress of three children in need of special support, who remain at their ordinary schools. Interviews were the main method of data collection. Pupils, parents and teachers were interviewed, so informant triangulation was established. A rating scale was also used, thus achieving methodological triangulation. The result shows that during their attendance at special day-schools all the pupils developed a more positive sense of self and competence and increased their social skill in work, play and other interaction. For most of the pupils the positive progress remained after their return to their local schools, but to a lower degree. The school environment to which the pupils first became accustomed was described by the teachers working there as often having a lively classroom situation, with teachers who lacked both special education competence, resources, and time for children in need of special support. The environment provided by the special day-school, however, with many adults present, who had time for the children, made the special support possible. In the special day-school, where the pedagogical work had its starting point in each pupil’s needs and skill, a positive relation was established between the sense of self, sense of competence and social skill. The constantly present, competent and involved adults, the small groups of pupils, the integrated school day and the close co-operation with parents all contributed to a positive development for a majority of the pupils. This positive trend was broken however, in two cases on return to the local school, where pupil groups were large and sometimes multi-graded, and where teachers lacked time and special education competence demanded by pupils in need of special support. What my study most convincingly shows is that the ordinary school can not always give pupils with emotional disturbances and behavioural disorders the sufficient special support they need to develop their sense of self, sense of competence and social skill. In a special day-school these pupils can get the special support they need.}},
author = {{Sandén, Ingrid}},
isbn = {{91-88810-14-3}},
issn = {{0346-5926}},
keywords = {{special day-school; work and other interaction; social skill in play; sense of self; sense of competence; Interviews; pupils in need of special support; Pedagogy and didactics; Pedagogik; didaktik}},
language = {{swe}},
publisher = {{Department of Educational and Psychological Research, School of Education, Lund University at Malmö}},
school = {{Lund University}},
series = {{Studia psychologica et paedagogica}},
title = {{Skoldaghem: Ett alternativ för elever i behov av särskilt stöd}},
year = {{2000}},
}