{"id":14572,"date":"2019-06-07T08:35:14","date_gmt":"2019-06-07T06:35:14","guid":{"rendered":"https:\/\/www.miljomagasinet.se\/?p=14572"},"modified":"2019-06-07T08:43:55","modified_gmt":"2019-06-07T06:43:55","slug":"vitesforelaggande-till-skolan-eller-eleverna","status":"publish","type":"post","link":"https:\/\/www.miljomagasinet.se\/index.php\/2019\/06\/07\/vitesforelaggande-till-skolan-eller-eleverna\/","title":{"rendered":"Vitesf\u00f6rel\u00e4ggande till skolan eller eleverna?"},"content":{"rendered":"\t\t
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\n\t\t\t\t\t\t\tSkolan \u00e4r en komplicerad och sv\u00e5rstyrd verksamhet. Just nu st\u00e5r elevernas h\u00f6ga ogiltiga fr\u00e5nvaro i centrum. Det kan i f\u00f6rl\u00e4ngningen leda till varaktigt skolk \u2013 d\u00e4rf\u00f6r m\u00e5ste det snabbt \u00e5tg\u00e4rdas. F\u00f6ljden kan ocks\u00e5 leda till vitesf\u00f6rel\u00e4gganden \u00e4ven f\u00f6r de f\u00f6r\u00e4ldrar som k\u00e4mpar f\u00f6r att f\u00f6rm\u00e5 sina barn att g\u00e5 till skolan. \t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Vitesf\u00f6rel\u00e4ggande till skolan eller eleverna? <\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Eivor Karlsson<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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\n\t\t\t\t\t\t\tSkolan \u00e4r en komplicerad och sv\u00e5rstyrd verksamhet. Just nu st\u00e5r elevernas h\u00f6ga ogiltiga fr\u00e5nvaro i centrum. Det kan i f\u00f6rl\u00e4ngningen leda till varaktigt skolk \u2013 d\u00e4rf\u00f6r m\u00e5ste det snabbt \u00e5tg\u00e4rdas. F\u00f6ljden kan ocks\u00e5 leda till vitesf\u00f6rel\u00e4gganden \u00e4ven f\u00f6r de f\u00f6r\u00e4ldrar som k\u00e4mpar f\u00f6r att f\u00f6rm\u00e5 sina barn att g\u00e5 till skolan. \t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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N\u00e4r resurserna uteblir klarar inte alla elever de olika\ndelm\u00e5len i skolan. Men Skollagen \u00e4r tydlig: Alla skolor \u00e4r skyldiga att g\u00f6ra de\nanpassningar som kr\u00e4vs f\u00f6r att en elev ska kunna klara undervisningen utifr\u00e5n\nsin f\u00f6rm\u00e5ga. <\/o:p><\/span><\/p>

Skolorna m\u00e5ste bli b\u00e4ttre p\u00e5 att tidigt uppt\u00e4cka och ta\nreda p\u00e5 orsakerna bakom fr\u00e5nvaron p\u00e5 individ-, grupp- och skolniv\u00e5 och vidta\n\u00e5tg\u00e4rder utifr\u00e5n dessa orsaker. Skolinspektionen b\u00f6r d\u00e4rf\u00f6r rikta sin\ngranskning mot ber\u00f6rda skolor, hur de lever upp till skollagen och vad den h\u00f6ga\nogiltiga fr\u00e5nvaron beror p\u00e5. <\/o:p><\/span><\/p>

Fr\u00e5nvaron kan bero p\u00e5 mobbning, kr\u00e4nkningar, psykisk\noh\u00e4lsa, trassliga hemf\u00f6rh\u00e5llanden, diagnoser, inl\u00e4rningssv\u00e5righeter \u2013 eller\nskolans l\u00e4rmilj\u00f6. Innan detta \u00e4r kartlagt b\u00f6r ingen skola f\u00e5 till\u00e4mpa sitt\nallra h\u00e5rdaste vapen enligt skollagen \u2013 vitesf\u00f6rel\u00e4ggande mot v\u00e5rdnadshavare \u2013\nf\u00f6r deras barns h\u00f6ga ogiltiga fr\u00e5nvaro.<\/o:p><\/span><\/p>

Ett \u00e5tg\u00e4rdsprogram<\/span><\/b> b\u00f6r uppr\u00e4ttas eller\nvid behov aktualiseras och som ska beskriva det s\u00e4rskilda st\u00f6d som en elev ska\nf\u00e5 \u2013 allts\u00e5 insatser och undervisning. \u00c5tg\u00e4rderna m\u00e5ste vara konkreta och\nutv\u00e4rderingsbara vilket inneb\u00e4r att det m\u00e5ste framg\u00e5 p\u00e5 vilket s\u00e4tt och i\nvilken omfattning som eleven ska f\u00e5 st\u00f6d. <\/o:p><\/span><\/p>

En pedagogisk kartl\u00e4ggning av elevens eventuella behov av\ns\u00e4rskilt st\u00f6d och av f\u00e4rskt datum kan vara motiverat. \u00c4ven en psykologisk\nkartl\u00e4ggning av elevens h\u00e4lsa och av f\u00e4rskt datum b\u00f6r finnas. Det kan finnas\n\u00e5ngest, sj\u00e4lvskadebeteende (fr\u00e4mst hos flickor) psykosociala problem eller en\nouppt\u00e4ckt diagnos med i bilden. En tidsram ska finnas som anger n\u00e4r utredningen\neller kartl\u00e4ggningen ska genomf\u00f6ras och hur omfattande utredningen ska vara.<\/o:p><\/span><\/p>

S\u00e4rskilt sv\u00e5rt har elever med (NPF) neuropsykiatriska\ndiagnoser. Under 2015-2016 blev fenomenet orosanm\u00e4lningar allt mer\nframtr\u00e4dande. Skolan och v\u00e5rdnadshavaren kom i konflikt n\u00e4r det g\u00e4llde\notillr\u00e4ckliga resurser till eleven. <\/o:p><\/span><\/p>

En stor del av problemen i skolan handlar om \u00f6vergripande\npolitiska beslut. P\u00e5 m\u00e5nga h\u00e5ll saknas det pengar \u2013 \u00e4ven till det mest\ngrundl\u00e4ggande. <\/o:p><\/span><\/p>

Det beh\u00f6vs fler specialpedagoger,\nbarn- och ungdomspsykiatrin, BUP-samarbete, elevh\u00e4lsa, skolpsykolog, kuratorer,\nsystematiskt arbete, tidiga insatser \u2013 och skolsociala team. I detta team b\u00f6r\n\u00e4ven socialtj\u00e4nsten ing\u00e5. <\/o:p><\/span><\/p>

Hur \u00e5stadkommer<\/span><\/b> man detta n\u00e4r k\u00f6erna till BUP\nblir allt l\u00e4ngre? N\u00e4r sju av tio skolkuratorer har s\u00e5 h\u00f6g arbetsbelastning att\nde inte hinner med arbetet. N\u00e4r kommuner \u00f6ver hela landet tvingas sk\u00e4ra ner p\u00e5\nanslagen till skolan. N\u00e4r rektorerna tvingas att prioritera bland behoven. <\/o:p><\/span><\/p>

D\u00e5 \u00e4r inte en ekonomisk piska (vitesf\u00f6rel\u00e4ggande) r\u00e4tt\n\u00e5tg\u00e4rd till elever och v\u00e5rdnadshavare. De mest beh\u00f6vande drabbas f\u00f6rst. Och d\u00e4r\nf\u00f6r\u00e4ldrarna ibland redan har en svag ekonomi. Det \u00e4r inte en skola f\u00f6r alla. <\/o:p><\/span><\/p>

Behov av konkreta \u00e5tg\u00e4rder:<\/o:p><\/span><\/p>

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\u00b7       \n<\/span><\/span>Skolinspektionen\nm\u00e5ste f\u00e5 \u00f6kade resurser och vidta snabbare \u00e5tg\u00e4rder f\u00f6r att s\u00e4kerst\u00e4lla,\ngranska och f\u00f6lja upp skolor som brister i sina \u00e5tg\u00e4rdsprogram eller st\u00f6d till\neleven.<\/o:p><\/i><\/span><\/p>

\u00b7       \n<\/span><\/span>Kraftfullare kritik\noch vitesf\u00f6rel\u00e4ggande till skolor som inte uppvisar agerande i form av\nkonkreta, tydliga och utv\u00e4rderingsbara \u00e5tg\u00e4rder.<\/o:p><\/i><\/span><\/p>

\u00b7       \n<\/span><\/span>\u00d6kat socialt och psykologiskt expertst\u00f6d och till exempel skolsociala team,\nkring eleven fr\u00e5n aktuell kommun och skola.<\/span><\/o:p><\/span><\/i><\/p>

\u00b7       \n<\/span><\/span>F\u00f6r\u00e4ldraansvaret och samarbetet mellan skola och f\u00f6r\u00e4ldrar \u00e4r viktigt. Men\nvitesf\u00f6rel\u00e4ggande ist\u00e4llet f\u00f6r st\u00f6d, \u00e4r fel v\u00e4g att g\u00e5.<\/span><\/o:p><\/span><\/i><\/p>

\u00b7       \n<\/span><\/span>Riksdag och regering\nska genom myndigheter och regionala skolorgan ta ett tydligt ansvar f\u00f6r skolan\noch elevernas kunskapsutveckling.<\/o:p><\/i><\/span><\/p>

 <\/o:p><\/span><\/i><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Skolan \u00e4r en komplicerad och sv\u00e5rstyrd verksamhet. Just nu st\u00e5r elevernas h\u00f6ga ogiltiga fr\u00e5nvaro i centrum. Det kan i f\u00f6rl\u00e4ngningen<\/p>\n","protected":false},"author":1,"featured_media":5854,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"pgc_meta":"","om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[24,23],"tags":[],"yoast_head":"\nVitesf\u00f6rel\u00e4ggande till skolan eller eleverna? - MILJ\u00d6MAGASINET<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.miljomagasinet.se\/index.php\/2019\/06\/07\/vitesforelaggande-till-skolan-eller-eleverna\/\" \/>\n<meta property=\"og:locale\" content=\"sv_SE\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Vitesf\u00f6rel\u00e4ggande till skolan eller eleverna? - MILJ\u00d6MAGASINET\" \/>\n<meta property=\"og:description\" content=\"Skolan \u00e4r en komplicerad och sv\u00e5rstyrd verksamhet. 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Just nu st\u00e5r elevernas h\u00f6ga ogiltiga fr\u00e5nvaro i centrum. Det kan i f\u00f6rl\u00e4ngningen","_links":{"self":[{"href":"https:\/\/www.miljomagasinet.se\/index.php\/wp-json\/wp\/v2\/posts\/14572"}],"collection":[{"href":"https:\/\/www.miljomagasinet.se\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.miljomagasinet.se\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.miljomagasinet.se\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.miljomagasinet.se\/index.php\/wp-json\/wp\/v2\/comments?post=14572"}],"version-history":[{"count":0,"href":"https:\/\/www.miljomagasinet.se\/index.php\/wp-json\/wp\/v2\/posts\/14572\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.miljomagasinet.se\/index.php\/wp-json\/wp\/v2\/media\/5854"}],"wp:attachment":[{"href":"https:\/\/www.miljomagasinet.se\/index.php\/wp-json\/wp\/v2\/media?parent=14572"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.miljomagasinet.se\/index.php\/wp-json\/wp\/v2\/categories?post=14572"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.miljomagasinet.se\/index.php\/wp-json\/wp\/v2\/tags?post=14572"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}