Resursskola : en möjlighet för barn med sociala och emotionella svårigheter
Sammanfattning: The purpose of this paper was to examine how a special day-school works for children with functional difficulties, such as emotional and social, and for this reason they can´t stay in their ordinary schools. I also wanted to compare a special day-school at a countryside to a special day-school in a city, to see what the similarities and differences were. The schools in my examination were Mangården at Klågerup (the countryside) and Värpingeskolan in Lund (the city). The method I used was qualitive interviews. I have been interviewing eight people who works at the schools, four at Mangården and four at Värpingeskolan. In the first part of the paper I treat secondary-data, litterature, which I found relevant for my paper. Second part contains of the results and the comments. My examination showed that special day-schools were good for this children. There were many adults present who had time for them and could get them the special support they needed. A disadvantage for these pupils were if they needed to stay for a long time they run the risk of becoming an outsider of the society-social exclusion. The examination also showed that the similarities between the schools was in majority over the differencies.
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