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Hur pedagoger anser sig arbeta med inkludering för elever i grundsärskolan
Umeå University, Faculty of Social Sciences, Department of Education.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The main purpose of this paper was to find out how people working as educators, in two elementary schools for children with special needs, managed to make reality of inclusion. The chosen method of the study was a survey with 18 teachers. The study showed that all the educators were thinking and working differently with inclusion in each class. It was also a big difference in how educators were working with inclusion with the younger children in elementary school, and the elderly children in elementary school. The younger children were inclusive with other children in elementary school while the study showed that elderly children were inclusive with other children with special needs. The conclusion of the analysis of this study was that there is a lot to be done before inclusion becomes reality in our complex school system. To be able to make children with special needs inclusive in our school system, the educators within the activity need to aim for the same target. The school system stands before a new challenge, to be able to see all children as a resource within the school.

Place, publisher, year, edition, pages
2015. , 24 p.
Keyword [en]
inclusion, pupils with special needs, socioculturellt perspective
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-105904OAI: oai:DiVA.org:umu-105904DiVA: diva2:838655
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Available from: 2015-07-01 Created: 2015-07-01 Last updated: 2015-07-01Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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