The function of special education

Prosjektperiode: 01/05/2012 - 01/08/2016

Institusjon: Høgskolen i Volda

Prosjektleder: Peder Haug

Program: Praksisrettet utdanningsforskn

Sammendrag

The main issue raised in this study is the teaching of pupils identified as having special needs in school. Today about 18 % of the available lesson-resources are allocated to special education, which represents a noticeable increase compared to the year 2004, when 5,4 % of the pupils received special education The school year 2010-2011 a total of 51 853 compulsory school pupils - or 8,4 % of the pupil population - receive special education in Norway. A lot of knowledge has been accumulated when it comes to organisational issues etc, but as far as the quality of teaching, the pupils learning experiences and the academic outcomes the knowledge base is much weaker. The overarching question, then, is how special education is functioning in Norwegian schools : The quality of teaching, how pupils receiving special education experience school and what are the outcomes. Highly frequent groups in special education are focused (pupils with dyslexia, dyscalculia, behavior problems). Dimensions to be paid special attention are the use of minority language and ICT. In the study 200 pupils in special education and their teachers are the main informants. In addition, there will also be collected data from their classmates and from the mainstream classroom in which t hey participate. Audio and partly video recording will be used, together with observation forms, interviews and questionnaires. In order to compare development in learning outcome for different groups of learners, all children in the involved classes will be tested by means of national tests on two occasions. A reference group with national and international researchers and practitioners will be established. They will meet a couple of times per year (2012-2014) to discuss the development and results of the project. One workshop will be arranged.