Vad styr i stunden? En studie om användande av artefakter och stödpersoner i undervisning inom inriktning träningsskola. Triggers for pedagogical decisions. A study of the use of artefacts and supporters in training of students with learning disabilities.

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Vad styr i stunden? En studie om användande av artefakter och stödpersoner i undervisning inom inriktning träningsskola. Triggers for pedagogical decisions. A study of the use of artefacts and supporters in training of students with learning disabilities.

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Klefbeck, Kamilla ...
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Publication 2-year master student thesis
Title Vad styr i stunden? En studie om användande av artefakter och stödpersoner i undervisning inom inriktning träningsskola. Triggers for pedagogical decisions. A study of the use of artefacts and supporters in training of students with learning disabilities.
Author(s) Klefbeck, Kamilla
Date 2015
English abstract
This study is about education of students with profound intellectual disabilities, in Sweden the training school (Sw. Träningsskola), where one or more of the students also have autism spectrum disorders. The training school is characterized by individualized forms of teaching. The study is looking into what triggers is affecting the supportive networks decisions, during sessions. In the study all staff in the team, teachers as well as assistants is titled supporters. The national framework for research is showing that teachers in special schools are facing new challenges for improvements. Knowledge-orientation and caretaking are of equal importance for improved learning. Research shows that variation might be useful for enlightenment for students with ASD. All teaching, especially in the training schools, the close encounter, as well as perspectives of relationship, is pointed out. International research emphasizes knowledge in methodology, personal treatment and evaluation of methods for improved communication, as well as the students influence in the pedagogical planning. Focus of this study is to investigate what triggers the actions of the supporter in the training session. The theoretical framework is drawn out of a socio-cultural perspective. The use of artefacts and the relational perspective is tested against respondent’s testimonies. Methodology in use is a mixed method with results from questionnaires and interviews locked together, to create both depth and breadth, in a step by step exploration of supporter’s actions. Analysis of results shows that the supporters actions to some extent is guided by authorization and competence, but that “one to one” sessions outward boundaries, which both pose a danger and an opportunity for the students improvements of knowledge. The use of artefacts is comprehensive. Results show an example of a widening of the approach to tools / aids and even nature is described as significant for the teaching environment. The criticism for passivity that training school receives can be reduced by the compassion of the supporter since the supporter´s attention gives the student variations and possibilities for choice. The discussion in this study points out a possibility to see the importance of both using and setting out markers for the supporters efforts, which could improve mediation for the student when using a relationship between student and supporter. In further studies, observations in combination with focus groups can be made for greater depth, strength and validity, for the improvement of the practice in training school.
Publisher Malmö högskola/Lärande och samhälle
Pages 72
Language swe (iso)
Subject(s) Artefacts, autism spectrum disorders, relational, socio-cultural, training school.
Handle http://hdl.handle.net/2043/19522 (link to this page)

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