Speciallärares och specialpedagogers främjande arbete för och med elever med identifierad svag läsförståelseförmåga

Sammanfattning

This study explores how municipal schools organize the identification of students with weak reading comprehension and structure interventions at the middle and lower secondary school levels. It also examines how special needs teachers and special education teachers contribute to instructional development and the implementation of compensatory support, as well as which instructional approaches are used within extra adaptations at the individual or small-group level. An inductive qualitative design was applied using semi-structured interviews. The findings indicate considerable variation in organizational responsibility and routines between schools and school levels. Compensatory support is primarily focused on the use of text-to-speech programs, while systematic language and reading comprehension interventions are limited. Interventions are more established at the middle school level but occur only marginally at the lower secondary level. Although no explicit theoretical frameworks were articulated by participants, practices at one school can be interpreted as aligning with the Simple View of Reading.