Inkludering i förskolan : Förskollärares uppfattningar om arbetet med inkludering i praktiken

Sammanfattning: The purpose of this study is to contribute with knowledge of how preschool teachers describe the work with inclusion in practice. Based on the purpose, four questions were formulated. The study was based on a phenomenographic method set to highlight variations of conceptions of inclusion and its working methods. Data were collected via semi-structured interviews with open-ended questions. The interviews are conducted both digitally and physically with five licensed preschool teachers with varied professional experience. All interviews were recorded in order to then be transcribed and analyzed. The material was then analyzed through a seven-step phenomenographic analysis model to highlight variations in preschool teachers' conceptions regarding the working methods of inclusion. In the work with inclusion, preschool teachers perceive that they work for the children to participate based on their needs and conditions. Preschool teachers perceive that they adapt and use strategies, as well as special educational tools as support. Adaptations are perceived to take place based on the children's conditions and needs. Strategies are highlighted as "training backwards" and clarifying pedagogy. Special educational tools are mainly perceived as image support and TAKK. The creation of learning environments is mainly based on the children's interest. An inclusive learning environment is perceived as changeable, visabel and accessible by preschool teachers. There has been a variation in conceptions regarding children's participation and pre-school teachers' control over the learning environment. Perceived obstacles to being able to work optimally inclusively are perceived by pre-school teachers as: lack of staff, lack of time, lack of resources regarding finances and competence development, documentation requirements and that one does not have the same view of inclusion in the work team.