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Ska alla blommor blomma i samma trädgård?: En komparativ fallstudie avseende hinder och möjligheter för inkludering i en finlandssvensk och svensk grundskola.
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
2013 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Inclusion is a topic of discussion within the field of Special Education on both a National and International level. The theory of an inclusive school environment is formed as a policy before being interpreted and put into practice at the schools. This creates tension and a discrepancy where the object of a common school for all children will not be fulfilled. The object of the study was to investigate what qualifications of inclusion two Nordic neighboring countries, Sweden and Finland, possess. The research questions of this study were constructed to show what support and which obstacles the process of inclusion faced in each individual country, both at the drafting arena (policy level) and the implementation arena (practice level).The empirical study consisted of a quality case studies. In the Finnish-Swedish school of the case study, little evidence of inclusion was observed. In the Swedish school however, several indications of an advanced inclusion process were evident. The conditions for application of inclusion were relatively comparable at the implementation arena in both countries. At the drafting arena, inclusion was more prominent in the governing documents of Finland. The greatest difference observed was the attitude of teachers involving inclusion of students with a diagnosed intellectual disability. Since the results of the study are interpreted from a sociocultural theoretical standpoint, the differences are believed to relate to the fact that the teachers at Cederskolan encouraged a co-operative way of working where participation was key. Further explanations could possibly be found in the traditions of education of both countries. The study has visualized the obstacles as well as possibilities existing for inclusion at Bergbyskolan and Cederskolan respectively. An important task of the special-education teachers is to remove and bridge these in an effort to promote a school suited for the differences and needs of its students. A proposal of intensified research would be to make a longitudinal study of one or several students with diagnosed mental disability in compulsory school rather than a specially designated school.

Place, publisher, year, edition, pages
Keyword [en]
compulsory school, inclusion, intellectual disability, special education, students with special needs
National Category
Social Sciences Pedagogy
URN: urn:nbn:se:umu:diva-86198OAI: diva2:698030
Subject / course
Examensarbete Specialpedagogprogrammet
Educational program
Special Edcation Programme
Available from: 2014-02-20 Created: 2014-02-20 Last updated: 2014-02-20Bibliographically approved

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