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Grupperingar i skolvärlden: En studie om hur lärare i särskolan uppfattar mötet mellan grundskolan och grundsärskolan
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Groupings in school´s : A study of some special school teacher’s perceptions of the encounter between compulsory school and special school (Swedish)
Abstract [en]

The purpose of this study is to investigate some teachers in special school´s perceptions of the meeting of compulsory school and special school. In this study, ethnocentrism is used as a theoretical framework, the theory which is built on the meeting between groups and how they interact. The study has a phenomenographic onset, which is a qualitative method. The gathering of data was made through interviews, one to one. Five interviews were made and analyzed by the use of phenomenographic analysis. Five categories were identified: Inclusion, commitment and interest, knowledge about special school, to be forgotten, and differences in cognitive approach. In the sample space the underlying structures was discussed by ethnocentrism, as well as previous literature and research. Some common points of contact between ethnocentrism and previous research on the meeting could be found. What the study also found was that four out of five respondents felt a sense of belonging in school, while one felt that the Special school was excluded from the regular school. The respondents could all agree on the fact that several factors affected the meeting. These five categories could be seen as areas of improvement in schools that want to work in an inclusive manner. These factors were also lifted in previous research on special school and inclusion.

Place, publisher, year, edition, pages
2017. , p. 34
Keywords [en]
Compulsory school, ethnocentrism, exclusion, inclusion, integration, intellectual disabilities, mental retardation, phenomenographic analysis, segregation, special school.
National Category
Humanities
Identifiers
URN: urn:nbn:se:kau:diva-47877OAI: oai:DiVA.org:kau-47877DiVA, id: diva2:1073010
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual Challenges (90 ECTS credits)
Supervisors
Examiners
Available from: 2017-02-09 Created: 2017-02-09 Last updated: 2017-02-09Bibliographically approved

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fulltext(4763 kB)70 downloads
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373ad50e52a1ae097f2cef2eeff55c15ed6ecf41d7dedfe3ced497b6b56328e622bfb6b6609dfeb6d7687747db7b64dc3dc8c7e615cabd4c74d2b9de840e664a
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf