(Special)pedagogiskt stöd i nationella läroplaner : En jämförande textanalytisk studie av hur (special)pedagogiskt stöd beskrivs i ett urval länders nationella läroplaner

Detta är en Uppsats för yrkesexamina på avancerad nivå från Stockholms universitet/Specialpedagogiska institutionen

Sammanfattning:

In the field of inclusive education and children in need of special education, the access to the general curriculum plays a significant role. Methods mentioned in the curriculum display the pedagogical vision within specific school systems and furthermore how teachers are expected to practice. Comparing curriculums from nations with different school systems can put national education systems in a wider perspective. Although the curriculums were studied out of their contexts, some interesting findings were ascertained. The study, performed with hermeneutic textual analysis and based on a comparison of the national curriculum of England, Finland, New Zeeland and Sweden, shows a difference in both frequency of methods mentioned, the way they are presented as well as what kind of methods each curriculum proposes. The New Zealand curriculum provides a demonstration of using inclusive education for all pupils while the Swedish and the Finish curriculums propose special methods when educating children being in special needs. The English curriculum also aims for inclusive education, but without the wide frequency of methods found in the New Zealand curriculum.

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