How do special educators work to include children with special needs in preschool? That was the question that our thesis proceeded from, and the purpose was to get an insight in the methods used by the special educators to achieve inclusion.Our questions were:• Is Swedish preschool a place for inclusion?• How are special educators work organized and focused?• Which experiences do special educators have working with children with specialneeds in preschool, and what role do they mean that inclusion plays in this work?Our procedure in this enquiry was to perform semi-structured interviews with 5 different special educators in two different cities.Interpretation and analyis proceeded from three different theories: Urie Bronfenbrenner’s ecological systems theory, John Bowlby’s theory of attachment and Karsten Hundeide’s sociocultural theory. The result showed support for the idea of the Swedish preeschool as a place with many opportunities for inclusion. We have also seen how both money and political decisions has an impact on which possibilities the preschools receive to work with inclusion. In addition it became apparent that the methods used by special educators differed depending on both cities and districts. One of the main purposes of the special educators consisted in finding different ways to include children in the everyday activities.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-31274 |
| Date | January 2014 |
| Creators | Jönsson, Malin, Nerbrink, Sofie |
| Publisher | Malmö högskola, Fakulteten för lärande och samhälle (LS), Malmö högskola/Lärande och samhälle |
| 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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