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Grundsärskoleelevers inkludering i grundskolan: Några lärares perspektiv på vad som påverkar grundsärskoleelevers inkludering i grundskolan.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Special school students´inclusion into regular schools. : Some teachers´perspectives on what affects students in special schools by being included into regular schools. (English)
Abstract [sv]

Syftet med studien är att beskriva några lärares perspektiv på hur grundsärskoleelever påverkas av att vara inkluderade i grundskolan.

För att samla in data till studien har den kvalitativa forskningsintervjun använts som metod. Studien bygger på sju intervjuer med grundsärskolelärare och grundskollärare som undervisar grundsärskoleelever som är helt eller delvis inkluderade i grundskolan.

Den teoretiska utgångspunkten för studien är Nilholms (2007) beskrivning av tre perspektiv på specialpedagogik, det kompensatoriska perspektivet, det kritiska perspektivet och dilemmaperspektivet.

Resultatet av studien visar att det finns flera faktorer som påverkar grundsärskoleelevers inkludering i grundskolan. De faktorer som framträder i studien är organisatoriska faktorer, lärares påverkansfaktorer, såsom deras attityder och kunskaper om inkludering, elevers sociala utveckling och kunskapsutveckling, samt elevers uttryck för påverkan av inkluderingen. I resultatet synliggörs att det finns både möjligheter och svårigheter för eleverna att vara inkluderade, men svårigheterna är övervägande.

Den slutsats som kan dras av studien är att det finns stora utvecklingsmöjligheter kring grundsärskoleelevers inkludering i grundskolan. Utvecklingen måste ske på alla nivåer i skolsystemet för att skapa förutsättningar för denna process. I utvecklingsprocessen kommer det att finnas ett behov av speciallärarprofessionen som ser till elevernas individuella behov.

Abstract [en]

The purpose of the study is to describe the perspectives of some teachers on how students in special schools are affected by being included into regular schools.

The method used to collect the data has been that of the qualitative research interview. The study is based on seven interviews with teachers at special schools and teachers at regular schools who work with students with intellectual disabilities that are completely or partly included in the regular schools.

The theoretical basis for the study is Nilholm´s (2007) description of three perspectives on special education, the compensatory perspective, the critical perspective and the dilemma perspective.

The result of the study shows that there are multiple factors affecting the inclusion of students with intellectual disabilities in the regularly schools. The factors emerged in this study are: the school organization, the impact of teachers, such as their attitudes towards and knowledge of the practice of inclusion, the development of social and cognitive skills of the students, as well as the students’ expressions of affection. The results of the study show both possibilities and obstacles for including students with learning disabilities, but the obstacles are greater.

The conclusion to be drawn from this study is that there exist great possibilities for the development of inclusion of students with intellectual disabilities in the regular school. The development is necessary on all levels of the school system in order to create the conditions for successful inclusion. In this process there will be a demand for special education teachers who are able to assess the individual needs of these students.

Place, publisher, year, edition, pages
2016. , 35 p.
Keyword [en]
Inclusion, intellectual disability, development disorder, special school
Keyword [sv]
Inkludering, intellektuell funktionsnedsättning, utvecklingsstörning, grundsärskola, specialpedagogik
National Category
Other Humanities not elsewhere specified
Identifiers
URN: urn:nbn:se:kau:diva-41718OAI: oai:DiVA.org:kau-41718DiVA: diva2:920444
Subject / course
Special Education; 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)
Supervisors
Examiners
Available from: 2016-04-18 Created: 2016-04-18 Last updated: 2016-04-18Bibliographically approved

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