Elever med läs- och skrivsvårigheter
En kvalitativ studie om metoder och åtgärder i klassrummet
Reading- and writing difficultiesIndividual adaptionPedagogic measuresLäs- och skrivsvårigheterIndividanpassningPedagogiska åtgärder
Individual adaption to the student´s needs is a recurring main theme in the new Swedish curriculum (Lgr11). The purpose of this qualitative study is to examine how teachers work with individual adjustment for students with reading and writing difficulties. The study was based on five questions;In what way do teachers organize their teaching in the classroom individually for students with reading and writing difficulties?What methods do they use for student´s with reading and writing difficulties?What difficulties do they encounter in their teaching?How do the teachers reason to curriculum goals regarding individual adaptions?How do they think about their own knowledge regarding reading- and writing difficulties and dyslexia?The method for my study was qualitative interviews. Five teachers were interviewed in semi-structured interviews. For the conclusion, a hermeneutic interpretation of informants' responses was used.The result of the interviews shows that the teachers interviewed used a variety of measures for students with reading- and writing difficulties. However three out of five teachers found that they needed more knowledge in how to teach students with reading and writing difficulties in a better way. The study also shows that all teachers felt that time are too short to plan a stimulating teaching for all students.One of the conclusions of this study is that there is not sufficient knowledge among teachers of how to teach students with reading- and writing difficulties. Another conclusion is that teachers need more time to plan a stimulating teaching and less time to administer work, for example write 20 different development plans for each of their students.