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Inkludering av elever i behov av särskilt stöd i helklassundervisning i svenska
Umeå University, Faculty of Arts, Department of language studies.
2013 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]



The purpose of this study was to examine how teachers in regular classrooms include pupils with special educational needs. I also wanted to find out what support teachers get of special education teachers, and the teaching perspective the teachers have when they work whit pupils. The teachers that have been interviewed and observed in this study work in regular classes.


This report is a qualitative study based on interviews and observations whit four teachers. The results indicate that the teachers are conscious of how they teach and their teaching strategies. The teachers agree that all students should be included in regular education, because learning occurs in the interaction between individuals. No one should be excluded from their regular classroom. But for students with special needs to receive an equal education, there should be more resources in the classroom. Special educators should be more involved in the regular teaching, to create conditions to a school for all pupils.



Keywords: Inclusion, pupils whit special educational needs, regular classroom teaching, special education, teaching strategies, a school for all. 



Place, publisher, year, edition, pages
2013. , 27 p.
Keyword [en]
: Inclusion, pupils with special educational needs, regular classroom teaching, special education, teaching strategies, a school for all.
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-79578OAI: diva2:643056
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Social and Behavioural Science, Law
Available from: 2013-08-28 Created: 2013-08-25 Last updated: 2013-08-28Bibliographically approved

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Lonnakko, Teresia
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