Pedagogers tankar och arbetssätt kring elever med koncentrationssvårigheter
Concentration difficulties in childrenPedagogues? experiencesParticipationGood relationship and reasonable goals
The purpose of this thesis is to find out if principals and teachers have experience, expectations and thoughts about the differences that the new Education Act means in relation to the old one about action programme. Through qualitative interviews with two principals and four teachers, I have tried to answer my research questions that I have made based on the purpose. The questions are: How do the interviewees describe the routines about action programme? Has, according to the interviewees, the routines been changed with the new Education Act? How do teachers and principals experience the differences between the old and new Education Act regarding the action programmes?The results of my survey shows that the process of action programme is different at different schools and that it has been adapted to the new Education Act in varying degrees. These results give differences in the experiences of the new directives. Differences between principals and teachers also become visible, which may be due to that the interviewed principals seem to know more about what?s included in the new Education Act than the interviewed teachers. Conclusions to be made from the survey is for example that it is important for schools to review their routines regarding action programme, even if they already have been developed to be similar to the new directives. This is important to ensure that the process is done correctly. It is also important to ensure that all staff understands the new directive and its purpose.Key words: Action programme, the new Education Act, principal, teacher, teacher for special needs education, special support.