Abstract This study explores how well teachers think they succeed in their mission to include children with special needs into their ordinary groups of children. Interviews were carried out with five teachers in practice of the public school (year 2,3,5 and 6). The teachers were asked what support they have got from the schools manager, initially and ongoing, (information, necessary education, supportive expertise personnel, assistant teacher to the child and schoolmaterial.) The teachers were also asked how inclusion is arranged by three indicators of participation: physically, socially (interaction) and didactically -in educational situations of reading and writing. One finding of the study was that inclusion is difficult to arrange if parents of included children demand secrecy of the diagnosis their child has. Three cases reveal severe problems of acceptance for the included child by the peers. In the other two cases the groups show great understanding and allowance. Furthermore, in the first mentioned groups the child was forced to be physically excluded from the peers and the group. All teachers were questioning if an included school form is the best for the child. There are few signs of progress due to inclusion and a lot of these children’s problems depend on low cognitive ability. Peers don´t have much response from their included friends. All teachers lack time, education and support for their mission to include a dysfunctional pupil. A dilemma perspective was employed to highlight the findings.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-91456 |
| Date | January 2014 |
| Creators | Holmberg, Christopher |
| Publisher | Umeå universitet, Institutionen för språkstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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