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Dilemmat inkluderade grundsärskoleelever: –Vilket stöd ger skolledning, och hur ser lärare på sina förutsättningar att i läs- och skrivsituationer inkludera eleven?
Umeå University, Faculty of Arts, Department of language studies.
2014 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Inclusion of dysfunctional children - a Dilemma (English)
Abstract [en]

Abstract

This study explores how well teachers think they succeed in their mission to include children with special needs into their ordinary groups of children. Interviews were carried out with five teachers in practice of the public school (year 2,3,5 and 6). The teachers were asked what support they have got from the schools manager, initially and ongoing, (information, necessary education, supportive expertise personnel, assistant teacher to the child and schoolmaterial.) The teachers were also asked how inclusion is arranged by three indicators of participation: physically, socially (interaction) and didactically -in educational situations of reading and writing. One finding of the study was that inclusion is difficult to arrange if  parents of included children demand secrecy of the diagnosis their child has. Three cases reveal severe problems of acceptance for the included child by the peers. In the other two cases the groups show great understanding and allowance. Furthermore, in the first mentioned groups the child was forced to be physically excluded from the peers and the group. All teachers were questioning if an included school form is the best for the child. There are few signs of progress due to inclusion and a lot of these children’s problems depend on low cognitive ability. Peers don´t have much response from their included friends.  All teachers lack time, education and support for their mission to include a dysfunctional pupil. A dilemma perspective was employed to highlight the findings.

Place, publisher, year, edition, pages
2014. , 48 p.
Keyword [sv]
specialpedagogiskt perspektiv, utvecklingsstörning, inkludering, grundsärskoleelever, delaktighet
National Category
Languages and Literature Humanities
Identifiers
URN: urn:nbn:se:umu:diva-91456OAI: oai:DiVA.org:umu-91456DiVA: diva2:736081
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Supervisors
Examiners
Available from: 2014-08-04 Created: 2014-08-04 Last updated: 2014-08-04Bibliographically approved

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fulltext(2174 kB)150 downloads
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File name FULLTEXT01.pdfFile size 2174 kBChecksum SHA-512
f1bb5cf2667415d5b154792d99ec92802b6b791de1d25c1ace2e401a0cd7bce43c11d8cbc2cf68481cf1a02458256bdf3ea8be667bb3e37ccd7987cd60290c57
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf