Pedagogers syn på socialt samspel i grundsärskolan
Intellectual disabilitySpecial educationPeer relationParticipationThinking stylesTeacherUtvecklingsstörningDelaktighetGrundsärskolaTankestilarPedagogerSamspel och interaktion.
The purpose of my study is to contribute with knowledge about three teachers? view on the possibilities and difficulties to support students with intellectual disabilities insocial interaction.to get answers to my research questions in the analysis I have in my qualitative study used the theory of Fleck's model about thinking styles rooted in a socio-cultural perspective. In the study, I have used semi-structured interviews. My study shows that teacher?s way of thinking affect students' opportunities to practice social interaction. An important finding in the study was that the school management?s attitude, is of great importance for educator?s opportunities to support the students with intellectual disability in social interactions. Through their actions school management affect what attitude and approach teachers will have against students with intellectual disability in school.The thinking styles in the study stems from the special education compensatory approach. Teachers emphasize that they themselves are important in supporting students with their interactions. When there is an interest at the school to include students with intellectual disability and teachers in the school activities, there are opportunities of many venues and situations where special educational students can interact with each other and with other students in a natural way. The study shows, that the teacher thinks that students in compulsory special schools need adult support in different interaction situations. They think that adults are required to create situation where students, with or without intellectual disabilities, can practice social interaction. They also think that adults are needed as role models and to actively participate in the interactions.