Opplevelsen av tilpasset opplæring

Abstract

In this study, we have chosen to look at young people’s stories about their experiences from school. We have examined how adapted learning has had an impact on the young learner’s motivation to do schoolwork. We have explored these issues through relevant theory and research on the field of motivation, as well as Maslow’s Theory of Needs and Vygotsky’s Theory of the Proximal Zone of Development. This study is part of an Erasmus+ project called Marginalization and Co-Created Education (MaCE), where the aim is to bring forth young people’s stories from their experience of school. Based on this, we did a qualitative study with the use of the indirect approach as a method. The goal of using this method is to let the young person share authentic stories and experiences. Without a planned set of questions, the young person could be the narrator of the conversation. We have interviewed three young persons about their experience from school. All of them mention the feeling of “not being seen” by their teachers, and the teachers did not take their needs for adaptation into consideration. Motivation is another topic that all of them mention. We will discuss the chosen theory and research in the light of the young people’s stories. In the analysis we will look at what influences young learners motivation, hence if adapted education, or the lack of it, is a factor that matters in a learning environment.