期刊名称：Journal of Special Education and Rehabilitation
印刷版ISSN：1409-6099
电子版ISSN：1857-663X
出版年度：2013
卷号：14
期号：3-4
出版社：Faculty of Philosophy
摘要：In Sweden, schooling for children who are regarded as intellectually disabled is organised in a special school, Särskolan. The overall aim of this article was to investigate the teachers’ attitudes towards the social practice of reading and writing instruction in Särskolan. Therefore, 40 teachers from Northern Sweden were sampled for the empirical study. The teachers were asked to fill out a questionnaire. One of the findings was that the teachers reported different attitudes towards the social practice of reading and writing instruction. Another finding was that the teachers reported they did not practice the documentation of reading and writing difficulties. Furthermore, the practice of documentation was associated with professional competence in reading and writing literacy. The study suggests that literacy education did have an effect on teachers’ attitudes towards their practice of documenting.
