PUPILS WITH SPECIAL NEEDS – COLLABORATION BETWEEN SCHOOL AND SCHOOL-AGE EDUCARE

Abstract

As the Swedish governing documents state that the School-age educare should supplement the education in the compulsory school, the support for pupils with special needs could be expected to continue after school at the School-age educare. The purpose of this study is to elucidate how special education teachers in school and teachers at the School-age educare collaborate in the work with pupils in need of special support. A total of 30 teachers participated. The results were analyzed using Bronfenbrenner's ecological model and show that collaboration exists to a limited extent when teaching children with special needs. It is evident in the results that a clearer focus on inclusion is desirable and that a collaboration between professions will enable the school-age educare to be a complement to school.

Keywords

• special needs
• school-age educare
• collaboration
• complement to school