Undantagsbestämmelsen från teori till praktik: En granskning av lärares uppfattning av undantagsbestämmelsen och dess applicering på elever med specifika läs- och skrivsvårigheter

Sammanfattning

The purpose of this essay is to assist teachers of Swedish who are considering using the exemption clause while grading. It does this by describing and charting teachers' perceptions of the exemption clause and its purpose in relation to dyslexia. In-service teachers, who feel uncertain about using the exemption clause, may read how other teachers perceive it, and tailor their own usage accordingly. Data was gathered through the use of interviews. It was later analysed phenomenographically. A total of nine participants were interviewed. Seven participants were teachers of Swedish and two were special needs educators. The results of the analysis revealed three categories of description, in which teachers are willing to overlook grading criteria to different degrees. The teachers are professional in their use of the exemption clause but in different ways, as some prefer principles of moral responsibility while others prefer to submit to the steering of other educational actors. The teachers identify complicating factors of the exemption clause. The main complicating factor seems to be the required knowledge from many different professions to use the exemption clause in a safe and equal manner. Because of a lack of research on the topic, more studies are recommended. These studies could focus on how the exemption clause is used in vocational programs and related subjects as well as how the new educational reform package, GY25, has affected teachers' use of the exemption clause.