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Syftet med studien var att unders ka elevassistenters uppfattningar om vad den st ttning de ger till elever i s rskolan bidrar till f r elevens kunskapsutveckling Studien har en kvalitativ ansats En intervjustudie har genomf rts med tta elevassistenter Empirin har analyserats genom en tematisk inneh llsanalys Resultatet visar att st ttningen har olika karakt r och att elevassistenterna riktar sin st ttning mot b de elever och l rare F ruts ttningar f r st ttning i form av samverkan och l rarens insats p verkar b de elevassistentens roll och den st ttning som m jligg rs Ett anm rkningsv rt resultat r att elevassistenter tycks ha ett motiv att avlasta l raren genom att helt eller delvis ta ver planerings- och undervisningsansvaret avseende enskilda elever D studiens resultat st lls i relation till hur scaffolding f rst s ur ett socialkonstruktivistiskt perspektiv uppst r fr gor och funderingar viktiga att lyfta i samtal mellan l rare och elevassistenter f r att kvalificera utveckla och f rdjupa en samverkan Elevassistenter bidrar till b ttre f ruts ttningar f r elevens l rande och kunskapsutveckling i s rskolan Om l rarens undervisning utg r fr n ett socialkonstruktivistiskt perspektiv p scaffolding framst r samverkan kring f rst elsen av vad st ttning r st ttningens preciserade syfte inneh ll och vuxnas roller i klassrummet som helt centralt The purpose of the study was to investigate paraprofessionals perceptions of what the support they give to students in special schools for children with learning disabilities contributes to the student s knowledge development The study has a qualitative approach An interview study was conducted with eight paraprofessionals The empirics have been analyzed through a thematic content analysis The results show that the support has a different character and that the paraprofessionals direct their support towards both students and teachers Conditions for support in the form of collaboration and the teacher s efforts affect both the paraprofessional role and the support that is made possible A remarkable result is that paraprofessionals seem to have a motive to relieve the teacher by taking over all or part of the planning and teaching responsibility regarding individual students When the results of the study are set in relation to how scaffolding is understood from a social constructivist perspective questions and considerations arise important to raise in conversations between teachers and paraprofessionals to qualify - develop and deepen - a collaboration Paraprofessionals contribute to better conditions for the student s learning and knowledge development in the special school If the teacher s teaching is based on a social constructivist perspective on scaffolding collaboration around the understanding of what support is the specified purpose of support content and the roles of adults in the classroom appears to be absolutely central

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Scaffolding och samverkan för lärande : Elevassistentens stöttande roll i särskolan

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