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Inkluderande undervisning för elever med läs- och skrivsvårigheter: En studie om lärares syn på inkludering i undervisningen med fokus på elever i läs-och skrivsvårigheter
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
2019 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Inclusive education for students in reading and writing difficulties : A study about teachers’ views on inclusive education with a focus on students in reading and writing difficulties (English)
Abstract [sv]

Den här studiens syfte är att undersöka hur lärare definierar begreppet inkludering samt hurde arbetar med detisin svenskundervisningmed avseende på elever i läs-och skrivsvårigheter. Metoden som ligger till grund för undersökningen är kvalitativa, semistrukturerade intervjuer med fem lärare. 

Studiens resultat visar en enighet bland lärarna om hur de uppfattarbegreppet inkludering som gemenskapsorienterad. Lärarnas arbetssätt sammanfaller likväldärsamtliga lägger ett stort fokus på att anpassa undervisningen för alla elever, både när det gäller helklass respektive enskilda uppgifter. Trots att lärarna innehar en positiv inställning till inkludering i undervisningen menar dem att en fullbordad inkludering inte alltid är att föredra för elevernas förutsättningar och behov. Resultatet speglar därmed ett visst dilemma kring inkludering i undervisningen för lärarna. 

Abstract [en]

The aim of this study is to examine how teachers define the concept of inclusion and how they embody it in their Swedish teaching with reference to students in reading and writing difficulties. The method that is the basis for the study is qualitative, semi-structured interviews with five teachers. 

The results of the study shows a unity among the teachers about how they perceive theconcept of inclusion as community-oriented. The teachers’ working methods also coincides where all of them put a great focus on adapting the educationfor all pupils, both in terms of full class and individual tasks. Although the teachers have a positive attitude towards inclusive education, they mean that a completed inclusion is not always preferable to the pupils’ prerequisites and needs. The result thus reflect a certain dilemma about inclusive education among the teachers. 

Place, publisher, year, edition, pages
2019.
Keywords [en]
Inclusion, inclusive education, reading and writing difficulties.
Keywords [sv]
Inkludering, inkluderande undervisning, läs- och skrivsvårigheter
National Category
Other Humanities
Identifiers
URN: urn:nbn:se:kau:diva-72295OAI: oai:DiVA.org:kau-72295DiVA, id: diva2:1320461
Subject / course
The Swedish Language
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2019-06-10 Created: 2019-06-04 Last updated: 2019-06-10Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Output format
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