Hur lärare arbetar med barns läs ? och skrivinlärning
AbstractThere is a lot of confusion when it comes to defining Special Education. An example of this appears here by a statement from Assarson (2007) "Special Education initiates a special pedagogy, but contains no innate sense of what is the special component in it" (p. 52, authors? translation). This study is an attempt to clarify the elements of the concept. Much of the previous research in this report explains Special Education as interdisciplinary and additionally how this contributes to the concept as unclear. Many scientists stress the importance of placing Special Education in relation to pedagogy in order to understand the concept. The analysis of previous research on the concept of Special Education discovered a lack of studies on teachers' views on the topic.Thus the purpose of this study was to investigate perceptions of the concepts of Special Education and pedagogy and the relationship between them in a group of teachers. And the questions that this investigates are following:- What practical experiences and associations of the concepts are visible in the conversations?- Does it appear differences in the participants' statements about the concepts, and if so, how?- How do the teachers express the relationship between Education and Special Education?- Are there recesses in the informants' reasoning in relation to the interaction in the group?The study was conducted using the qualitative method focus group. The results show that these educators found the concepts hard to define and they at the same time did not feel the need to identify their characteristics. It emerges from the informants' statements that the two knowledge fields have a close relationship in their everyday work.