Särskilt stöd och inkludering: - En intervjustudie om implementering av intentioner och krav i 2010 års skollag
Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
The aim with this study is to describe, analyse and understand the way intentions and requirements of the 2010 Education Act relating to special needs and inclusion are implemented in primary schools. The study is based on qualitative interviews with five principals, four special needs teachers and four (normal) teachers. The research questions are: What do the various occupational groups know about the Act’s intentions and requirements? In what way is the Act implemented in schools, i.e. in what way are the various occupational groups working with special needs and inclusion in primary schools? What circumstances impact the schools ability to implement what the Act prescribes? The results have been analyzed on the basis of special needs perspectives, relational and categorical perspectives but also different aspects of inclusion. The study shows that some of the teachers have a categorical perspective and some of them have a relational perspective. Most of them saw possibilities with inclusion. One condition for inclusion to function at its best is that the principal is supportive of the idea and lays a sound foundation.
Place, publisher, year, edition, pages
2015. , 42 p.
Inclusion, special needs education, relational perspective, categorical perspective, school
IdentifiersURN: urn:nbn:se:umu:diva-105693OAI: oai:DiVA.org:umu-105693DiVA: diva2:827576
Subject / course
Special Edcation Programme