Participation in upper secondary schools for students with learning disability : Teachers' experiences of students' participation in assessment in upper secondary schools for students with learning disability

Syftet med denna studie var att undersöka några lärares erfarenheter gällande att göra elever på gymnasiesärskolan delaktiga i bedömningen av deras kunskapsutveckling. Metoden jag använde mig av var intervjuer. Jag utförde studien i en mellanstor svensk kommun bland sex lärare som arbetade på gymnasiesärskolans nationella program. För att utröna vilka former av delaktighet som förelåg, använde jag mig av Harts (1997) delaktighetsstege. Resultatet visade på att alla lärare ansåg elevers delaktighet som viktigt. Resultatet visade även att lärarna saknade kunskaper om vad värdeorden i betygskriterierna står för i GySär13. Trots detta ansåg lärarna själva att de hade goda kunskaper i att bedöma elevers lärande. Resultatet visade att inom vissa områden fanns delaktighet till viss del enligt Harts modell. Dessvärre visade min studie att elever på gymnasiesärskolans nationella program inte är delaktiga i bedömningen av deras kunskapsutveckling.The aim with this study was to investigate some teachers’ experiences of students in upper secondary school for individuals with learning disability and their participation in assessment. I used interview as a method and the study was made in a medium-sized Swedish municipality among six teachers. All teachers worked with students with learning disability in upper secondary schools. To determine which varieties of student participation there are, I used Hart’s (1997) Ladder of Participation. The result showed that all teachers viewed student participation as important. It also showed that the teachers experienced a lack of knowledge regarding the value words in grade criteria in the curriculum for special education. Nevertheless the teachers saw themselves as having good knowledge to assess students’ learning. The result also showed that within certain areas there were student participation in some level, according to Hart’s model. Unfortunately the students in upper secondary school for students with learning disability, were not participating in assessment of their development knowledge