<p>The number of students in the program for pupils with intellectual disabilities has drastically increased over the last decades. Most of those pupils, but far from all, are attending special classes. Today approximately 22 % are attending classes in compulsory school. </p><p> The purpose of this paper is, from a social psychological perspective, to increase the knowledge and understanding of how pupils with intellectual disabilities, partly or fully attending the compulsory main-stream school, experience their school-days. </p><p> This paper is composed of two case studies for which the empiric material has been collected through interviews and observations. Except for Patrik and Oskar, who are the lead characters, have their mothers, school staff and other pupils been interviewed. To reach a deeper understanding of the pupils experiences, the empiric material has been interpreted using hermeneutics. </p><p> The result shows that Patrik and Oskar are mainly satisfied with their schools. Conclusive for their experiences are; personal qualities, attitude and roles, organization and group belonging and finally clarification and requirements. That homes and schools respectively have adopted a common approach to their disabilities gives an increased confidence while developing their identity. Well thought out strategies for adaptation of the organization and the content of the lessons facilitates and promotes teamwork and participation.</p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:hh-1010 |
| Date | January 2007 |
| Creators | Mineur, Therése |
| Publisher | Halmstad University, School of Social and Health Sciences (HOS), Högskolan i Halmstad/Sektionen för Hälsa och Samhälle (HOS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
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