To Örebro University

I arbetsrapporten presenteras ett pedagogiskt utvecklingsarbete för att främja studenters samverkanskompetens, där vi utvecklat och testat en didaktisk processmodell. Utgångspunkt tas i Örebro universitets vision (2023) där vikten av samverkan lyfts fram och i UNESCOs (2017) nyckelkompetenser för ett hållbart samhälle. Målet är att studenter självständigt och i relation till andra professionsutbildningar får omsätta sina kunskaper och erfarenheter genom att arbeta tillsammans med autentiska case, där de övar perspektivtagande, reflektion och kommunikativa färdigheter samt att förhålla sig till etiska dimensioner. I vårt exempel möts socionom-, specialpedagog- och ämneslärarstudenter. Erfarenheter visar att deltagandet bidragit till en nyfikenhet hos studenterna och en ökad förståelse för varandras yrkesroller samt en medvetenhet om hinder och möjligheter med samverkan. De får syn på sin egen professions kompetensområden och identifierar vad de behöver lära sig mer om.

Processmodellen är generell och kan användas inom högre utbildning för att främja studenters interprofessionella lärande och handlingskompetens i att samverka. Därtill bidrar rapporten till att berika diskussionen kring interprofessionellsamverkan i högre utbildning.

The report presents a pedagogical project that promotes students' collaborative skills for which a didactic process model has been developed and tested. The starting point is Örebro University's vision (2023), where the importance of collaboration is highlighted and UNESCO's (2017) key competencies for a sustainable society. The goal is for students to apply their knowledge and experience independently and in relation to other professional educational programs by working together on authentic cases where they develop perspective-taking, reflection, communication skills and adhere to ethical practices. In our context, students from the departments of social work, special needs education and teacher education meet. Experience shows that participation has contributed to curiosity among the students, an increased understanding of each other's professional roles and an awareness of the obstacles to and opportunities of collaboration. They gain insight into their professional areas of expertise and identify what they need to learn more about.

     The process model is generic and can be used in higher education to promote students' interprofessional learning and collaborative competence. In addition, the report enriches the discussion around interprofessional cooperation in higher education.

Towards an Inclusive School Meal. Strategies to Provide Equal Opportunities. The aim of this study is to explore how the school meal can be organized in different ways in order to become more inclusive for all pupils. The study is based on data from a three-year research project where school and kitchen staff in three schools have been interviewed twice about their experiences of the school meal situation to identify current challenges and desirable improvements. Despite a similar set of problems with logistics and the physical and psychosocial environment of the canteen, the schools choose different strategies to provide equal opportunities for the pupils. The strategies consisted of a variety of common and individual solutions aimed at all pupils or specific groups of pupils, often with disabilities. Spatial, social and didactic aspects of inclusion and different understandings of inclusion were reflected in the schools’ organisation of the school meal.

Ett inkluderande arbetssätt inom skolan innebär att lärare och övrig personal tillsammans ska verka för att lärmiljön görs tillgänglig för alla elever. I skollagen (2010:800 kap. 3) anges att elever som behöver extra anpassningar och särskilt stöd har en lagstadgad rätt (Skollagen 2010:800 kap.3), att få ett pedagogiskt stöd, för att kunna nå de nationella målen. Utformningen av elevhälsoarbetet och samverkan mellan olika professioner utgör en central del i skolans verksamhet för att skapa en skolmiljö som kan inkludera alla elever oavsett social och kulturell bakgrund eller funktionsnedsättning. Hälsa och lärande har ett nära samband med elevers skolframgång, därför blir det nödvändigt att se på inkludering och tillgänglig lärmiljö utifrån ett salutogent perspektiv. Ett sådant arbete kräver att alla berörda professioner i skolan samverkar kring elevers skolsituation. Detta för att kunna skapa lösningar som är både främjande och förebyggande för elevens skolgång. Olika professioners kompetens och kunskap (Hjörne & Säljö, 2014) kring hälsa och lärande kan också innebära olika syn och arbetssätt kring elevhälsofrågor. Man behöver utveckla pedagogiska former för hur olika professioner kan samverka för både elevhälsoteam och pedagoger i skolan. Likaså är en samsyn kring innebörden av inkludering och implementering av skollagen nödvändig. Syftet med det pedagogiska utvecklingsprojektet är att skapa olika lärtillfällen där studenter från ämneslärar-, specialpedagogiska och socionomprogrammet kan mötas för att diskutera och lära kring utbildningarnas gemensamma men också olika ingångar i utbildningen kring elever som är i behov stöd. I genomförandet av studien har casestudier varit ett kursinslag i de gemensamma kursmomenten. Utöver kursaktiviteter i de gemensamma programöverskridande momenten har uppföljande semistrukturerade intervjuer genomförts med deltagande studenter från båda programmen. Resultaten visar att följande kursmoment i form av programöverskridande samarbete synliggör studenternas behov att mötas och diskutera gemensamma elevhälsofrågor. Det visar att studenterna behöver kunskap om varandras professionsuppdrag för att kunna skapa samverkansformer i ett kommande gemensamt elevhälsoarbete mellan elevhälsoteamet och skolans pedagoger. 

Background: The Swedish school is based on an inclusive principle where teachers’ ability to meet and teach all children and student groups with different social backgrounds and disabilities, other ethnic backgrounds, low and high performance is central. This means, for example, that students in need of additional adaptations, special support or challenges of different kinds receive the support they have statutory rights to (Skollagen 2010: 800, chapter 3), which often involves collaboration with student health skills such as SENCO, school social worker and also psychologist ( SOU 2017: 35). Hjörne and Säljö (2014) point to the difficulties encountered in collaborating on student health issues and students in need of adaptations and support. That is an area that addresses key questions for the school, health care and social services. Different social institutions thus work with student health issues but from different perspectives. It also creates different approaches to student health issues, which can complicate the understanding of different professionals’ skills and knowledge (Hjörne & Säljö, 2014). We therefore see the importance of courses where the students have the possibility to meet, understand and discuss with each other, as a way to create bridges between different professions.

Research question: The purpose of this study is to investigate what kind of knowledge and skills of co-operation future teachers, SENCO and school social workers need in order to qualitatively achieve good results across the professional boundaries with a focus on student health issues?

Method: University students who have participated in cross-disciplinary learning activities and with active schoolteachers; SENCO and school social workers in professional teams of student health, will be interviewed. Experience and knowledge of difficulties and opportunities for collaboration, as a basis for what kind of knowledge about collaboration and action skills the students need as newly educated teachers, SENCO and school social workers. The empirical collection will start in early 2019 and last throughoutthe year.

Results and discussion: The intended outcome addresses questions about what is important to develop in terms of professionalism within the multidimensional field. It is also important to get an overall picture of the students’ experiences and reflections of the academic learning activities found in the education and professional experience and knowledge. This applies to knowledge and action competence both in terms of content and collaboration in student health issues. Experience in working in different types of profession-wide teams such as student health, as well as meeting parents.

We see this as aspects of how to develop collegial interaction and exchange of ideas about the educational activity in the context of students in need of special support. With these educational efforts in the programs, both students and teachers take an active role in the development of students’ career in the context of the multidimensional field, special education and school social work. It identify and problematize ”the gap” and develop opportunities, arenas, for this kind of issues in school’s student health work.

This study explores the transformation of national syllabuses into local ones, as expressed in teachers’ organized conversations. It also investigates what view of knowledge is expressed in local syllabuses and what implications that view has for the educational task entrusted to schools by society. The data collected consist of six focus-group conversations in which teachers discuss national and local syllabuses. The thesis takes its theoretical point of departure in relational curriculum theory, with support from Ricoeur. These perspectives form the basis for the model that is used to study the transformation of national syllabuses are transformed into local ones – and what they are transformed in relation to. This transformation process results in four local ‘spaces of possibilities’: The analysis shows that teachers interpret the national syllabuses as documents which open up unlimited freedom in their teaching. The teachers use this freedom to turn from the content of national syllabuses towards other texts. Teachers feel that the only thing limiting them in their teaching is the grading of students, which places many different kinds of demands on them. The view of knowledge that emerges from the spaces of possibilities described is an individualistic one. The teachers fall back on their own experience, rather than reading, interpreting and developing an understanding of what the national syllabuses mean in relation to their experience and knowledge. In terms of content, the education provided is directed inwards towards the teacher’s own individual view of knowledge, rather than outwards towards the task given to schools by society. It is concluded that it is the teachers who, individually and based on their personal points of view, decide what knowledge students need to prepare them for life, rather than the goals set out in national syllabuses.