Medvirkning i møter om individuell opplæringsplan fra elever med lærevansker : En kvalitativ intervjustudie

Abstract

This research examines the following question: What can students’, parents’ and form teachers’ experiences of communication in individual subject curriculum (ISC) meetings tell us about student opportunities for participating in the planning of ISC? The aim of this thesis is to increase knowledge about the opportunities students have to participate in the planning of their learning which takes place in individual learning plan meetings. This thesis is based on two studies, each of which seeks to address one of a total of three subordinate issues that underpin the main subject of the study. The point of departure for the research is the preamble of the Norwegian Education Act (1998, Section 1-1, sixth paragraph) which sets out the right of all students to participate. This right means that the school must ensure that students experience different forms of participation in democratic processes (NOU 2007: 6). The process which is the subject of this research concerns the school’s work in planning the special educational needs that are described in a student’s individual subject curriculum (ISC).