Specialpedagogens funktion - andra yrkesgruppers perspektiv
The purpose of this study is to achieve a greater understanding of the perception of the use of Special Educational Needs Coordinators? (SENCOs?) competence in school. The informants of this study are the director of the school district, two principals and six teachers in two schools in a municipality in Sweden. The method used for this study is qualitative interviews, and the results have been analyzed using perspectives on special education. The results show that the director of the school district has one ideal view of SENCOs working close to the principals with supervision of teachers, school development, administrative tasks etc. but acknowledges that in reality, some of the SENCOs in the municipality spend their time in special education only. The two principals have differing views, where one of the principals views the SENCO as a pedagogical leader and the other principal sees the SENCO as special educators. The teachers from different schools also regard the SENCO differently; the teachers from one school see the SENCO as being at the heart of things, but also as the expert concerning children in need of special education, while the teachers from the other school see the SENCO as being involved in mostly special education.