Integrering på väg mot inkludering? : Pedagogers syn på integrering av elever med intellektuell funktionsnedsättning i grundskolan
The purpose of this study is to describe some teachers´views on integration of students with intellectual disabilities in elementary school. The study is based on qualitative semistructures interviews with eight teachers who have experience of working with students with intellectual disabilities. The result of the study were analyzed on the basis Nilholm (2014) special educational perspective, which consists of the compensatory perspective, the critical perspective and the dilemma of perspective. The result show that teachers are very positive about the integration of students with intellectual disabilities. They see more advantages than disadvantages integration. The teachers se see as main benefit of the integration of differences and diversity among students enrich business, and benefits all students. Educators belive that it will be more difficult to integrate student with intellectual disabilities, the older student becom, then the differences become larger both socially and interms of knowledge.
My study can help to create understanding and knowledge of how the process of integration regarding students with intellectual disabilities cab work in primary class.
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