Fyra specialpedagogers uppfattningar av elever med diagnosen dyskalkyli
En exporativ studie av fyra specialpedagoger
This thesis examines some special education teachers with experiences of childrendiagnosed with dyscalculia. Problems with mathematics at school may occur to allchildren in all schools. It is therefore important that the teacher knows the variousdisabilities that teachers may encounter. The study is based on four randomlyselected special education teachers, all-working at schools that are related to amedium-sized Swedish town. This work will immerse in the knowledge ofdyscalculia among four special education teachers.The interviews revealed that all special education teachers felt that dyscalculiainvolves specific difficulties in mathematics, their views on dyscalculia is consistentwith current research. Special Educators also agreed that students with dyscalculiamust be treated with sensitivity, because students with dyscalculia may be atdifferent skill levels from day to day. Special Educators prefer that laboratorymethods are used with concrete materials where students can hear and talkmathematics.The implementation of the work has been done through qualitative interviews withfour special education teachers unknown to the interviewer. Through interviews,special education teachers approach to diagnosis of dyscalculia, and what practicesspecial educators use to meet students with dyscalculia. The focus is also on howspecial education teachers acquire knowledge of dyscalculia, as it continuously,new research and new research findings.