Inkludering i klassrummet

Detta är en Uppsats för yrkesexamina på grundnivå från Malmö universitet/Malmö högskola/Fakulteten för lärande och samhälle (LS); Malmö universitet/Malmö högskola/Fakulteten för lärande och samhälle (LS)

Sammanfattning: In this overview we look at how teachers work with inclusion in the heterogeneous classroom with an emphasis on the history classroom. The studies we’ve included in our overview have gathered their information through semi structured interviews with teachers. 25 teachers based in schools in Sweden as well as in the U.S, Cyprus and Netherlands have participated. What the result shows is that teachers in every country values inclusive work, even though the curriculum might vary from country to country. No classroom is the same and the work for inclusion looks different depending on the students various needs. Although, we’ve discovered certain approaches that seem to work better than others. Firstly, there is a connection between interest and commitment, which shows that students are more open to learn something that relates to the things they find interesting. Secondly, when history teachers adjust their classes to better fit the students' history culture, the students seem to better relate to the teaching of the past and better understand the present.

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