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Undervisningsvillkor i praktiken: lärarnas syn på villkoren för undervisning anpassad till alla barns individuella behov och förutsättningar
Södertörn University College, Lärarutbildningen.
2011 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Educational conditions in practice : teachers' views on theconditions of teaching adapted to each child's individual needs and requirements   (English)
Abstract [en]

The purpose of this study is to reach an understandingfrom the teachers' perspective of their possibilities to successfully teach ina way that fulfills every child's individual needs in a classroom, according tothe idea of a school for everyone. This study also aims for an understanding ofhow the inclusion of children with special needs in the classroom effect the otherpupils. The main questions asked are:

  • How do teachers think that the conditions of teaching adaptedto all pupils look like in practice?
  • What are the factual conditions that affect the terms forinclusive education according to the teachers?

The empirical data were obtained through qualitativesemi-structured interviews with six teachers in primary school, stage 1-3. The materialwas processed using an inductive thematic analysis. The results shows that the mainconditions that teachers believe affect their teaching are if there is a combinationof a high student-teacher ratio and high number of pupils with special educationalneeds, if they have opportunity to teach in small groups and access to adequateeducational facilities, and last but not least, time. Time to be there forevery child, to individualise their teaching adapted to every child’s needs,for planning lessons, to discuss the ethical dilemmas with their colleagues andto reflect in order to use the right methods and strategies in the inclusiveclassroom.

In this study, it appears that inclusion of childrenwith special needs is very complex. Inclusion leads to teachers findingthemselves in professional ethical dilemmas in which priorities must be madebetween individual pupils and the collective. Teachers are in need of betterconditions to be able to create a school for everyone. One change that isproposed by the teachers, and also by me in this study, is that it should betwo teachers in each classroom. This would enhance several teaching conditionsfor example by making time for the teachers to adapt their teaching to everychild’s needs and ability. It would also make the vision of a school foreveryone possible. Both teachers and pupils would gain from this.

Place, publisher, year, edition, pages
2011. , 44 p.
Keyword [sv]
inkludering, skola för alla, i behov av särskilt stöd, förutsättningar
URN: urn:nbn:se:sh:diva-8879OAI: diva2:420967
Subject / course
Education Studies
Humanities, Theology
Available from: 2011-06-07 Created: 2011-06-07 Last updated: 2011-06-07Bibliographically approved

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