Lärares erfarenheter av bildstöd för att stärka elevers delaktighet : En kvalitativ studie i anpassad grundskola

Sammanfattning

Participation is a central principle in compulsory school for pupil with intellectual disabilities, students must be given opportunities to understand, express themselves, and influence their education. To make this possible, many students require visual and alternative forms of communication. The purpose of the study is to examine how teachers describe the significance of visual support for students’ participation, as well as the prerequisites that shape the work with visual support. The study is based on qualitative interviews with ten teachers and is analysed through a directed content analysis using Lundy’s model of participation as the theoretical framework. The results show that visual support enables multimodal expressions that make students’ intentions understandable even when verbal language is limited. Visual support creates structure and cognitive relief, which strengthens students’ space to participate. Furthermore, the findings indicate that teachers’ attentiveness as listeners is crucial for noticing and interpreting students’ expressions in ways that can lead to genuine influence. This corresponds to central aspects of Lundy’s model of participation, where both being listened to and having one’s expressions translated into action are fundamental. The study shows that participation is conditional on organizational, professional, and didactic prerequisites. The conclusion is that visual support functions as a pedagogical framework that strengthens students’ right to participation when it is used consistently and with high competence in AAC.