Framkvæmd sérkennslu í fimm grunnskólum á Íslandi

Verkefnið er lokað til 30.06.2044.Umfjöllunarefni ritgerðar er framkvæmd sérkennslu í grunnskólum á Íslandi en samkvæmt tölum Hagstofu Íslands fyrir skólaárið 2019-2020 er um þriðjungur grunnskólanemenda á Íslandi í sérkennslu. Í rannsókninni var skoðað hvers vegna nemendur fara í sérkennslu, hvaða lærdómur fari þar fram, hverjir sjá um að kenna sérkennsluna og halda utan um hana. Í hvernig rýmum sérkennslan fer fram, hvort hún fari fram innan eða utan bekkjar, viðhorf til sérkennslu og hvort mælanlegur árangur er af sérkennslunni. Tekin voru viðtöl í fimm grunnskólum á Íslandi og voru viðmælendur ýmist skólastjórar, aðstoðarskólastjórar, deildarstjórar sérkennslu og/eða sérkennarar. Tveir viðmælendur í hverjum skóla, alls tíu þátttakendur. Niðurstöður rannsóknar benda til þess að nemendur með greiningar og skilgreindan námsvanda fara í sérkennslu og einnig nemendur sem búa ekki við mikla námserfiðleika en þurfa tímabundinn stuðning. Nemendur á öllum aldursstigum fengu sérkennslu en meira var um stuðning á yngri stigum, sérstaklega vegna lesturs. Álíka hátt hlutfall drengja og stúlkna var í sérkennslu og fór sérkennslan oftar fram utan bekkjar. Misjafnt var hvort sérkennari eða almennur kennari kenndi sérkennsluna en deildarstjórar sérkennslu voru sérkennarar í öllum tilvikum.This dissertation is submitted for a Magister Artium degree in educational sciences at the University of Akureyri. The topic of the dissertation is the implementation of special education in primary schools in Iceland, but according to figures from Statistics Iceland, 31,2% of primary school students in Iceland are in special education. The study examines why students go to special education, what lessons take place in special education, who is in charge of teaching and managing special education. In how special education takes place, whether special education takes place inside or outside the classroom, attitudes towards special education and whether there are measurable results from special education. Interviews were conducted in five primary schools in Iceland and the interviewees were either principals, assistant principals, heads of special education departments and/or special education teachers. Two interviewees in each school, a total of ten participants. The results of the study indicate that both students with diagnoses and defined learning difficulties go to special education, but also students who do not have great learning difficulties bud need temporary support. Students at all age levels received special education, but there is more support at younger levels, especially for reading. A similar proportion of boys and girls were in special education. According to the study participants, students usually have the choise of going to special education, but the special education was more often outside the classroom. Special education spaces are small classrooms, which offer more resources and individual privacy than the traditional classroom, according to the interviewees. It is different whether a special needs teacher or a general teacher teaches special education, but the heads of special education departments were special education teachers in all cases. The emphasis was on students feeling good at school and part of that well-being was that the study material worked for each and every student