Inkludering i elevernas verklighet : En kvalitativ studie av elevers klassrumserfarenheter i relation till inkludering

Detta är en Master-uppsats från Uppsala universitet/Institutionen för pedagogik, didaktik och utbildningsstudier

Sammanfattning: Inclusion as a phenomenon and its significance has long been discussed in contexts concerning the school system. To this day there is no mentioning of the word inclusion in the Swedish school governing documents despite the ambition of inclusion that exists and is being emphasized in a big part of the research and in international declarations.  The purpose of this essay is to create knowledge about whether students experiences can increase our understanding of what inclusion can mean. The purpose of the study was realized through an analysis of students classroom experiences in the ordinary education in relation to ideas about inclusion and through highlighting these experiences in the light of current research and policy.  The study is qualitative and was carried out in one classroom at the lower secondary level. The methods used for data collection was both semi-structured interviews with the students and observations in their classrooms. The methods used for analysis was a thematic narrative analysis and a functional idea analysis.  Central for this study was youths agency, namely the point of departure that they are social actors with their own opinions and that these are important to highlight through what is called students perspective on aspects of inclusion. Theories about the functions of education have also played an overall role in this essay.  The participating students shared their experiences and feelings about their situations in the class and also shared how they wanted the classroom to look like. The results showed how what the students expressed as desirable in relation to the aspects of inclusion sometimes nuanced and also proved to be different from what is assumed in a normative concept of inclusion. What was noticed, among other things, was how the students valued community in small groups rather than community in the class as a whole. Based on the results the conclusion is drawn that there is reason to believe that students perspective on aspects of inclusions differs from adults as these are expressed in normative assumptions about inclusion. Future research of this phenomenon is encouraged in order to develop theories of inclusion. 

  HÄR KAN DU HÄMTA UPPSATSEN I FULLTEXT. (följ länken till nästa sida)