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Ett individintegrerat läsår - marginalisering eller möjlighet: En studie om tre individintegrerade elever i gymnasiesärskolan
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2014 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Individual integration during an academic year -marginalization or opportunity : A study of three individually integrated students in compulsory school for children with learning disabilities (English)
Abstract [en]

The purpose of this study is to acquire knowledge about how interaction, participation and inclusion are affected by individual integration for three students in upper secondary education for pupils with learning disabilities. To be individually integrated means, in this case, that the students from compulsory school for children with learning disabilities are taking part in some of the programme-specific courses together with students from the regular upper secondary school. This study gets its inspiration from the ethnographic research approach, and uses passive observations together with interviews with students and their guardians as main methods to collect information.

The school in question has not made any adjustments to make the programme-specific courses more adapted to the different needs, which is typical of integration. This study shows that the school presumes that the students with the help from the vocational teacher, but without any special needs educational help, themselves are to adapt to the conditions at the regular upper secondary school. This, together with the lack of special needs educational competence among the vocational teachers, led to a higher level of exclusion and an enhanced feeling of not being up to standard among the integrated students.

The results also show that the integrated students maintain a strong wish to be included with the students attending the regular upper secondary school. However, the integrated students are only formally a part of the class, and the level of inclusion is dependent on how the regu- lar upper secondary school students behave and let them be a real part of the class.

Similar to other studies about learning disabilities, this study also shows that the parents of the integrated students with learning disabilities tend to have a more positive appreciation of the social situation than both the regular upper secondary school students, as well as the integrat- ed ones. 

Abstract [sv]

Studiens syfte är att få kunskap om hur samspel, delaktighet och tillhörighet påverkas av individintegrering för tre elever inskrivna i gymnasiesärskolan. Att vara individintegrerad betyder i detta fall att eleverna från gymnasiesärskolan läser vissa karaktärskurser tillsammans med elever från ordinarie gymnasiet. Studien hämtar inspiration från den etnografiska forskningsansatsen och har passiva observationer samt intervjuer med elever och deras vårdnadshavare som huvudsaklig insamlingsmetod.

Den aktuella skolan har inte gjort några anpassningar för att anpassa utbildningen till de varierande behov som är utmärkande för inkludering som princip. Denna studie visar att skolan förutsätter att eleverna med hjälp av yrkesläraren, men utan specialpedagogisk hjälp, själva ska anpassa sig efter de villkor som gäller på ordinarie gymnasiet. Detta, tillsammans med brister i den specialpedagogiska kompetensen bland yrkeslärarna, har istället bidragit till förstärkt utanförskap och en känsla av otillräcklighet hos de integrerade eleverna.

Resultatet visar också att de integrerade eleverna har en stark önskan om att vara delaktiga med eleverna på ordinarie gymnasiet. Eleverna har dock endast en formell tillhörighet i klas- sen på ordinarie gymnasiet och är helt beroende av på vilket sätt övriga elever i klassen väljer att släppa in dem i klassgemenskapen.

I linje med tidigare studier om funktionsnedsättningar, visar även denna studie att elevernas föräldrar tenderar att uppskatta den sociala situationen mer positivt än såväl elevernas klass- kamrater utan funktionsnedsättningar som eleverna själva. 

Place, publisher, year, edition, pages
2014. , p. 52
Keyword [en]
Inclusion, integration, interaction, participation, Compulsory school for children with learning disabilities, Special Needs Education
Keyword [sv]
Inkludering, integrering, samspel, delaktighet, Gymnasiesärskola, specialpedagogik
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kau:diva-31517OAI: oai:DiVA.org:kau-31517DiVA: diva2:697734
Educational program
Lärare:Kompletterande utbildning (yrkesämnen), 90 hp
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Available from: 2014-04-07 Created: 2014-02-19 Last updated: 2014-04-07Bibliographically approved

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