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  • Bachelor i grunnskolelærerutdanning 1.-7. trinn / Primary and lower secondary education 1st to 7th grade
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  • Bachelor i grunnskolelærerutdanning 1.-7. trinn / Primary and lower secondary education 1st to 7th grade
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Spesialundervisning i lesing og skriving.

Hauger, Merete
Bachelor thesis
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URI
http://hdl.handle.net/11250/2365026
Date
2015
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  • Bachelor i grunnskolelærerutdanning 1.-7. trinn / Primary and lower secondary education 1st to 7th grade [105]
Abstract
Norsk:

Problemstillingen for denne bacheloroppgaven er «hvordan tilpasses opplæringen for elever med enkeltvedtak i lesing og skriving?», og den redegjør for hvordan en skole tilpasser opplæringen for barn med vedtak om spesialundervisning i lesing og skriving.

For å besvare problemstillingen ble det foretatt en empirisk undersøkelse i form av et kvalitativt forskningsintervju av tre informanter ved samme skole. Oppgaven drøfter resultatet av det empiriske materialet opp mot teori.

I min analyse kommer det frem at informantene synes å vektlegge mestringsopplevelser, deltaking og elev-elv-relasjoner når de planlegger og gjennomfører spesialundervisning i lesing og skriving. I tillegg vektlegges elevenes forkunnskaper ved valg av innhold til undervisningen, samt hva som er viktig for disse elevene. Vurdering for læring synes imidlertid å være fraværende. Likevel tyder det på at det jobbes for en inkluderende praksis og for både faglig, personlig, og sosial utvikling hos elevene som har vedtak om spesialundervisning.
 
English:

The issue of this bachelor’s thesis is “how is the education adapted for students with individual decisions regard their reading and writing skills?”. It explains how a school adapts instruction for students with individual decisions on special education regard their reading and writing skills.

To answer the issue it was undertaken an empirical study in the form of a qualitative research interview of three informants at the same school. The thesis discusses the results of the empirical material to a theoretical framework.

In my analysis, it emerges that the informants seem to emphasize mastery experiences, participation and student relationship when they plan and implement special education in reading and writing. The informants also emphasize the student’s foreknowledge and what seems to be important for these students when they choose the content of the teaching. Assessment for learning seems to be absent. Nevertheless, it suggests that the school is working for an inclusive practice and for both academically, personal and social development among the students who have decisions regard special education.
 
Description
Bacheloroppgave, grunnskolelærerutdanning, 2015.

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