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Berättelser om skolgång i särskolan.: Före detta elevers perspektiv.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2016 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Stories of schooling in special school. : Former students’ perspective. (Swedish)
Abstract [en]

The purpose of the study is to investigate former students’ view of their experiences of schools for students with intellectual disability. Both students of this study have a mild form of intellectual disability. The question of this study is to find out more of their experiences from their whole schooling.

 

The theoretical frame of the study is based on a life narrative perspective. The focus in this perspective was the social interaction and the students’ experiences of schooling. The method was a life narrative perspective were former students with intellectual disability talked about their life story in special schools.

 

The result of the study showed that students who were included in the ordinary school, and have the opportunity to remain in the ordinary class, got a better view of the school. If the students instead were forced to attend lessons in special school, against their own wish, they become disappointed, sad and frustrated. To separate students from their regular class could have devastating consequences, especially for the person who was excluded from their friends. The result also showed that the person who was excluded from the ordinary school felt ashamed and would not be connected with a group that was specially treated

 

As a teacher for students with special need we have to be aware of what the pupils need instead of what the school offer. We should not forget that all our decisions will have an impact of the students’ former life. 

Abstract [sv]

Målet med studien är att undersöka före detta elevers syn på deras erfarenheter i skolan för elever med intellektuell funktionsnedsättning. Studiens båda elever har en lindrigare funktionsnedsättning. Studiens frågeställning är att få reda på mera om deras erfarenheter genom hela deras skoltid.

 

Studiens teoretiska utgångspunkt utgår från ett livsberättande perspektiv. I fokus på detta perspektiv var det sociala samspelet och elevernas egna erfarenheter om skolgången. Metoden som användes var livsberättelseperspektivet där före detta elever med intellektuell funktionsnedsättning berättade sin livsberättelse om grundsärskolan.

 

Studiens resultat visade att elever som var inkluderade i den vanliga skolan, och hade möjlighet att stanna kvar i den vanliga klassen, fick en bättre uppfattning av skolan. Om eleverna istället blev tvingade att delta på lektioner i en speciell skola, mot deras egen önskan, blev de blev besvikna, ledsna och frustrerade. Att dela upp elever från den vanliga klassen kunde få förödande konsekvenser, speciellt för personen som blev exkluderad från sina vänner. Resultatet visade också att personen som blev exkluderade från den vanliga skolan kände skam och ville inte tillhöra en grupp som blev särbehandlad.

 

Som en lärare för elever med särskilda behov måste vi vara uppmärksamma på vad eleverna behöver istället för vad skolan erbjuder. Vi får inte glömma bort att alla våra beslut kommer att ha en påverkan på elevernas kommande liv.

Place, publisher, year, edition, pages
2016.
Keyword [en]
Special education, intellectual disability, schooling, special schools, participation. Exclusion, inclusion, self-esteem, motivation
National Category
Philosophy Pedagogical Work
Identifiers
URN: urn:nbn:se:kau:diva-41184OAI: oai:DiVA.org:kau-41184DiVA: diva2:915731
Subject / course
Applied Pedagogy; Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual Challenges (90 ECTS credits); Special Teacher Education Programme: Mental and Intellectual Challenges (90 ECTS credits)
Available from: 2016-04-04 Created: 2016-03-30 Last updated: 2016-09-12Bibliographically approved

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