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Lärares perspektiv på elevers olikheter: Grundskolelärares uppfattningar om individintegrering av särskoleelever
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
Teachers' perspective of pupils' differences : Primary school teacher’s perceptions of mainstreaming (English)
Abstract [en]

This study aims to investigate primary school teachers' perceptions of mainstreaming pupils in special needs to distinguish obstacles and the teachers’ perspective on pupils’ differences. Through qualitative interviews with a phenomenographical approach, four teachers' perceptions about individual integration obstacles and opportunities have been analyzed. The result has been sorted into description categories to visualize different aspects of obstacles and opportunities for individual integration. These are then analyzed on the basis of perceptions of pupils' differences in order to distinguish between the teacher's perceptions of pupils in special needs and inclusion and segregation. From an inclusive perspective, all teachers emphasize the social benefits of individual integration. The teachers' perceive individual integration as an opportunity to normalize differences and disabilities. At the same time, teachers perceive that individual integration requires including values in the classroom. Three of the teachers perceive the knowledge-sharing of specialists as more effective in the lesser teaching group. Three of the teachers perceive that teaching of SEN pupils requires individualized tuition and that a shortage of resources constitutes an obstacle for individual integration. The teachers' perceive individual adaptation as a balance between knowledge-orientation and social participation in the classroom. At the same time, they recognize that this adaptations also benefits other pupils. Analysis based on inclusive and compensatory perspectives on pupils 'differences shows that the teachers' perceptions varies and that none of them can be said to represent one perspective. There are both compensatory and critical perspectives in all teachers' perceptions. My analysis shows a connection between teachers' compensatory perceptions and the experienced lack of resources as an obstacle to individual integration while an inclusive view tends to lead in to less material and more value-focused challenges.

Place, publisher, year, edition, pages
2017. , 33 p.
Keyword [sv]
Individintegrering, integrering, inkludering, grundsärskola, grundskola, segregering, utvecklingsstörning, specialpedagogik, fenomenografi
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:kau:diva-62617OAI: oai:DiVA.org:kau-62617DiVA: diva2:1130669
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual challenges (90 ECTS credits)
Supervisors
Examiners
Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2017-08-10Bibliographically approved

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fulltext(1119 kB)54 downloads
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File name FULLTEXT02.pdfFile size 1119 kBChecksum SHA-512
965c44971293e68302764b1312d018ffbf9ee276450b6e002f84367116f4f954f7b4afcd6ee3dc3c5fc1b72e3a31710e669800672345e24fd3784b8d6851a478
Type fulltextMimetype application/pdf

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Boström, Jens
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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