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Man bygger lösningar efter de barn man har: En studie om några pedagogers arbetssätt kring inkluderande undervisningssituationer.
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2010 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Det huvudsakliga syftet med min studie har varit att undersöka hur några pedagoger tolkar begreppet inkludering samt hur detta begrepp kan komma till uttryck i deras arbete. Data har samlats in genom fokusintervjuer med sex pedagoger från två arbetslag på en F-5 skola i Stockholm. Frågeställningen har handlat om pedagogernas syn på inkludering, vilka tankar de hade kring inkluderande undervisning samt vilka eventuella svårigheter de såg med att arbeta inkluderande. Det framkom genom studien att det rådde delade meningar mellan informanterna om vad ett inkluderande arbetssätt var. Det ena arbetslaget hävdade att det innebar att alla elever skulle befinna sig i klassrummet för att känna sig inkluderade medans det andra arbetslaget menade att det handlade om att eleven skulle känna att den var en del av sammanhanget, oavsett var den befann sig någonstans. Att arbeta inkluderande i undervisningen betydde för många av pedagogerna att eleverna skulle känna att de hade lyckats. Läxor och genomgångar av lektioner anpassades efter elevernas olika nivåer och till sin hjälp tog pedagogerna sig större friheter i sina egna arbetssätt. Pedagogerna använde sig av olika metoder för att arbeta inkluderande i undervisningen och svårigheter de såg med detta arbetssätt handlade om att lyckas hålla alla elever i arbete hela tiden och utmana dem så långt som möjligt. De fann även svårigheter med att finna balansen mellan de elever som behövde mycket hjälp och de elever som var mer självgående.

 

Abstract [en]

The aim with my study was to examine how some tachers interpret the term inclusion and how they implement it in their work. Information has been collected through focus interviews with sex teachers from two pedagogical teams at an elementary school in Stockholm. The mail questions regarded the teachers view and thoughts on inclusion and also eventual difficulties they saw by working with inclusion within the classroom. The study showed that there was a difference of opinion between the interviewed teachers on what including workway was. One of the pedagogical teams said that all the students should be in the classroom in order to feel included. The other team said that it was not the classroom but that students should feel included in the learning process. Many of the teachers felt that working with inclusion through learning and teaching meant that the students should feel they succeeded. Homework and lessons were adapted to the student’s individual needs. Teachers used different methods in working with inclusion in their lessons. The difficulties they seen in their work were to succeed in keeping all the students working and challenge them as far as possible. There were also difficulties finding balance between those students who needed help and those that were independent.   

Place, publisher, year, edition, pages
2010. , 40 p.
Keyword [en]
Inclusion, exclusion, norm, deviation, a school for all
Keyword [sv]
Inkludering, exkludering, norm, avvikelse, en skola för alla
Identifiers
URN: urn:nbn:se:su:diva-53799OAI: oai:DiVA.org:su-53799DiVA: diva2:391330
Presentation
2011-01-13, Biblioteket, specialpedagogiska institutionen, Rålambsvägen 34 B, Hus H, Stockholm, 12:30 (Swedish)
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2011-02-07 Created: 2011-01-24 Last updated: 2011-02-07Bibliographically approved

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