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Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
This study has examined how teachers in primary education with experience of inclusion look on inclusive education. The study was based on the concept of inclusion and how it is made possible in primary school. The study was conducted using semi-structured qualitative life-world interviews with three teachers in primary education with included pupils with learning disabilities in their class. The results show the complexity of having a pupil with learning disabilities in class. To interpret, follow and then assess under two syllabuses are seen as difficult. That even to know how teaching should be designed according to the special school curriculum, is seen as a challenge. Teachers agree on the need for support, help and adaptation in the form of trained assistant, a financial position that allows material purchasing, and that their special educational knowledge needs to be deepened. It highlighted a shortage of special education teachers and teachers do not show clearly which special educational perspective they assume in their teaching, as they may be situation-bound.
Place, publisher, year, edition, pages
2014. , 43 p.
Utvecklingsstörning, särskola, en skola för alla, individintegrering, specialpedagogiskt stöd
IdentifiersURN: urn:nbn:se:umu:diva-85459OAI: oai:DiVA.org:umu-85459DiVA: diva2:693618
Subject / course
Postgraduate Diploma in Special Needs Training
Mellenius, Ingmarie, Senior lecturer
Damber, Ulla, Universitetslektor