När vi talar om inkludering vad menar vi då?: En studie gällande pedagogers medvetenhet kring begreppet inkludering
Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
The purpose of our thesis was to examine pedagogues’ awareness regarding the concept “Inclusion” and its reflection on the surroundings in a specific pedagogic surrounding. The questions at issue were, apart from pedagogues’ understanding of the concept “Inclusion”, to find out how it is defined in research literature. Moreover, the aim of the examination was to describe the prerequisites which were present in order to use the concept “Inclusion”. We chose to qualitative approach by studying literature, carrying out interviews and making observations, where the latter two were the most important and the literature was used to obtain an in-depth understanding of previous research. The result of our examination shows that the importance and contents of the “Inclusion” concept does not have a concordant point of view in research literature and that the pedagogues who were examined consider the concept to be synonymous with the concept “Integration”. The concept analysis made by the pedagogues is mirrored only slightly in the practical work. However, this finding is not unequivocal. The prerequisites to work using the concept “Inclusion” which were present in the surroundings were to a certain extent considered to be insufficient.
Place, publisher, year, edition, pages
Umeå: Barn- och ungdomspedagogik, specialpedagogik och vägledning , 2008. , 56 p.
en skola för alla, integrering, ”Inclusion”
IdentifiersURN: urn:nbn:se:umu:diva-1530OAI: oai:DiVA.org:umu-1530DiVA: diva2:141314