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Inkludering - för vem?: Inkludering i klassrum och fritidshem sett utifrån tre olika perspektiv
Södertörn University, Teacher Education.
2016 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

In this essay I have examined the inclusion in the school, specifically in the classroom and leisure time center. Inclusion means briefly that all students, regardless of their capability for school work, should be part of the planned teaching, and also be able to assimilate the knowledge that is intended to be conveyed. During my years as an educator in classroom and after-school center I've seen how this inclusion is very complicated to implement and sometimes impracticable. I have investigated how inclusion works and how it does not work in both the classroom and in the leisure time center. I have done this by examining the inclusion from three different perspectives: student´s, educator´s and school´s. I show and discuss how different inclusion can be perceived depending on which perspective you look from. I also describe how inclusion is shaped, both positively and negatively, by external factors, so-called framework factors. I discuss how these framework factors provide or do not provide educational opportunities and how they condition the educator´s practice. Opportunities that sometimes are taken advantage of and sometimes overlooked.

Place, publisher, year, edition, pages
2016. , 28 p.
Keyword [en]
Inclusion, school, classroom, leisure time center, perspective, frame factors
National Category
Educational Sciences
URN: urn:nbn:se:sh:diva-29970OAI: diva2:926466
Subject / course
Education Studies
Social and Behavioural Science, Law
Available from: 2016-05-09 Created: 2016-05-06 Last updated: 2016-05-09Bibliographically approved

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fulltext(578 kB)17 downloads
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File name FULLTEXT01.pdfFile size 578 kBChecksum SHA-512
Type fulltextMimetype application/pdf

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Östling, Henrik
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