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Inkludering av grundsärskoleelever i grundskoleklass.: Några lärares tankar om viljan att undervisa inkluderat och vilket stöd som behövs
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to get an insight and to share the experiences and thoughts teachers in the compulsory school have regarding the inclusion of students from the special school in their classes.

As a method to achieve my purpose, I used interviews with four primary school teachers, who all have experience of individual inclusion students from the special school in their regular classes.

To be able to understand my results, I have looked upon them from the dilemma perspective term as a base. The results of my study showed that there are some major dilemmas that teachers struggle with when they have included students. The biggest dilemma is not being enough for all students, to regard them as a group and not have enough time to individualize for all. The teachers also mentioned the lack of help from special pedagogues with knowledge from the special school, it is important that such support exists. It is also important with the support from the school management and other colleagues round you.

To have a positive attitude to inclusion is looked upon as very important by my informants if you are to be successful of inclusion in the classroom, and of course, that you want to work with included students.


Teachers 'experiences of inclusion, inclusion dilemmas, Teachers' attitudes towards inclusion, inclusion in elementary school, inclusion, inclusive education.

Place, publisher, year, edition, pages
2016. , 32 p.
National Category
URN: urn:nbn:se:kau:diva-40675OAI: diva2:905790
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual challenges (90 ECTS credits)
Available from: 2016-02-23 Created: 2016-02-23 Last updated: 2016-02-23Bibliographically approved

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Waigel, Christina
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Faculty of Arts and Social Sciences (starting 2013)

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