Transitioner i f-9-skolor
- en smidig ?röd? tråd eller en med svårlösta knutar
The aim of this study was to identify and make transitions in Swedish preschool-class-9-years elementary schools visible with a special-needs educational perspective. Transitions in focus were those between preschool-class and primary school, between grade three and four and the last between grade six and seven.In the 1960?th Swedish elementary school were devided into three levels; primary school, intermediate level school and upper level lower secondary school. Those levels were officially removed when the curriculum of 1994 was introduced. However, in some way such levels still exist, for example in organisation and structure of schools, the curriculum and teacher education.How did school leaders design transitions between levels and which tools were used? What kind of information was transferred to help children with special needs and what was the role of the special pedagogue in the transition process?The study was a combination of a quantitative and qualitative method, a questionnaire survey complemented with qualitative interviews with special pedagogues in three schools in a middle-sized Swedish town.The result of the study shows that schools in focus had a work plan. The design of the work plan and handling transitions depended on the organization and school administration. Main tools used in transitions were transition conferences, mainly attended by principals, pedagogues from lower and higher levels and special pedagogues as well as transfer documents. The special pedagogue main roll at transitions was to supervise teachers.