Inkludering som perspektiv och verklighet

: synen på inkludering hos grundsärskolans pedagoger

Abstract

The purpose of the study is to increase the knowledge of the opinion that educators working with students belonging to the primary school for children with intellectual disabilities have about inclusion as a concept and how they work to make the students experience participation. What opportunities and barriers do they believe exist to achieve an inclusive school for special school students. The data that has been used is taken from a survey conducted by 32 educators working with students received in primary school for children with intellectual disabilities. The study reports on Swedish school and primary school for children with intellectual disabilities from a historical perspective, how inclusion is interpreted in the school's governing document and international and national research. The result shows that educators who teach students received in primary school for children with intellectual disabilities are positive about the concept of inclusion, but that a small proportion of students are taught in an inclusive environment. The conclusion is therefore that the primary school's teaching environment needs to be further problematized and that the school's teaching environments need to be changed in order for inclusive teaching to be implemented to a greater extent.