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Syftet med denna uppsats är att ge specialpedagogikens praktik nya redskap i form av systematiserade observationer – specialpedagogiska diagnoser – och koppla utfallet av de individuella diagnoserna till metod och innehåll i en specialpedagogisk design. Att behandla pedagogik på detta sätt innebär att man lyfter fram en del av dess inneboende tysta kunskap och gör den synlig genom att systematisera och sätta ord på de observationer som ligger till grund för pedagogisk praktik. Detta innebär också att specialpedagogiken kan bli användbar inom andra områden än traditionell skolmiljö. De resultat av observationer och pedagogisk design som redovisas har redan befunnits vara överförbara till ett antal personer med autistiska tillstånd inom psykiatrisk vård.

Bakgrunden till arbetets tillkomst finns dels i mötet med vuxna personer som levt med odiagnosticerade eller feldiagnosticerade dolda handikapp en stor del av livet, dels i egen mångårig erfarenhet av specialpedagogik inom så olika verksamhetsområden som skolans specialklasser och vuxenpsykiatri.

I denna uppsats försöker jag genom fallbeskrivningar, som utgår från nyckelfallet "Elisabeth," att öka förståelsen för personer med de dolda handikapp som går under benämningen barnneuropsykiatriska och beskriva hur pedagogik kan vara både en väg till bättre behandling inom psykiatrin och hur skolan genom en mer riktad och individualiserad pedagogik kan ge dessa elever en bättre skolgång. Jag gör en omfattande beskrivning av hur jag själv använt mig av pedagogiska metoder i fleråriga kontakter med ett antal vuxna personer med olika kombinationer av neuropsykiatriska tillstånd. Jag demonstrerar också hur det går att utvidga användningen av såväl pedagogiska diagnoser som pedagogisk design genom att anhöriga eller personal observerar och bedömer och får rekommendation om pedagogik.

Det pedagogiska observationsschemat finns i såväl skriftlig form i uppsatsen som i elektronisk form på Internet och på cd-skiva. Läsaren kan själv mata in sina observationer i det datoriserade schemat och komma fram till de grundläggande dragen för personen ifråga – det som blir personens pedagogiska diagnos. Denna personliga diagnos kopplas sedan ihop med pedagogiska rekommendationer om metod och pedagogiskt innehåll. Det är min förhoppning att detta strukturerade sätt att behandla pedagogik ska fungera som stimulans och ge nya idéer om utformning av pedagogik till andra pedagoger och annan personal som yrkesmässigt arbetar med personer med de aktuella funktionshindren.

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Abstract:
This thesis describes remedial education from a somewhat different and unusual angle: as a design process within the fields of rehabilitation engineering and design sciences. The designing starts with systematic observations of learning difficulties– educational diagnosis– and is carried out through different combinations of observations with educational methods and curriculum content. Treating education in this way means putting words to some of the silent knowledge inherent in educational practice.

The background of this study is to be found in the many years I spent as an educator of adults suffering from so-called child neuro-psychiatric disorders. As a result of my teaching experience I later came to work in adult psychiatric care where I met patients similar to my former students.

Through case studies and many examples I aim to describe the major differences that exist between persons suffering from these disorders and to show how individually designed remedial education can become an alternative to or be complementary to psychiatric treatment.

The first part of the thesis consists of case studies where I introduce a number of adults in different life circumstances and with different life stories. Some are in closed psychiatric care while others are well-adjusted and capable persons such as artists and writers. What they all have in common is that knowledge about their dysfunctions and learning difficulties was not available when needed. They either remained undiagnosed or were misdiagnosed. Consequently, the help or treatment they received was based on the wrong assumptions. None of these adults has received a satisfactory education. Their problems have not been understood.

In the second part of the thesis I describe how my experience as an educator prompted me to put together a checklist for observations. I call the 60 items included in the list an educational diagnosis. My assumption is that better observations lead to better education for persons needing very individualised learning opportunities. I also describe how a design for remedial educational needs develops from these observations and how it combines adaptations of the environment, the educational methods, and the curriculum content.

The checklist for observations is included in the thesis and the educational recommendations can be found in the yellow pages. The entire thesis, including the checklist and the educational recommendations, is also available in electronic form on the Internet and on the enclosed compact disc.

The background of this study lies in my meetings with adults suffering from the problems associated with hidden undiagnosed or misdiagnosed neuro-psychiatric handicaps and in my own long experience as a special educator in both schools and adult psychiatry.

With numerous case studies, including the key case of "Elisabeth," I am trying to increase our understanding of persons with these hidden handicaps. I describe how education can be a way to better psychiatric treatment and how the school system can ensure more and better individualised education to students with neuro-psychiatric disorders. Furthermore, I describe how I have used educational methods in different combinations in my own practice involving adults with these disorders in a number of adult educational contexts. I also outline how staff or relatives of psychiatric patients can use the educational diagnoses and the educational design for observervation and assessment and for obtaining recommendations about educational methods.

The observation checklist is included in the thesis and is available in electronic form on the Internet and on a CD. The reader can go throught the checklist and obtain an educational profile of the learning difficulties of the person in question. This profile is supplemented with educational recommendations about methods and content.

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Senast ändrad: 02-06-28