Swedish legislation is clear; every principal is responsible of make sure that every pupil gets the support for its own development and having a chance to reach the goals of the organization. Further on, the pupils are supposed to be included in the big community; both from a national such as an international point of view. How this process is supposed to be managed, is much unclear. Current Swedish school law points out the ordinary teaching group to be a priority, when at the same time the pupils in special needs actually can get special support in a small teaching group. The scientific area stands for several different ways of explaining the concept of inclusion. In this complex field of tensions, special educators are supposed to make a difference by removing obstacles and demonstrating possibilities for making improvements for every pupil - in a tutorial function to the teachers. Our intentions have been to study how a single school are coping with the process of inclusion, through focusing on the school principal way of cooperating with the teachers. The ability of the school principal to create confidence and trust among the teachers - in supporting all pupils to succeed in school - has been our priority. With a digital survey made for teachers at a single school, we have analyzed the result by using a model from a Cultural Historical Activity Theory. Then we performed interviews with the responsible principal and the special educator, regarding this analysis. The purpose has been to reach an overall picture of the inclusion work at a school in an organizational point of view. As we find it, this school has been successful in creating a community approach by making the pupils inclusive, even if it´s not having a dominant position among the teachers; they are in a good position up, in the «Race to the inclusive top». The reason could be the high trust the teachers are having for the inclusive work by the principal. The teachers believes the inclusion work can be increased by more internal discussions in the organization - not through outside support.
- Special Education Programme
- cultural historical and activity theory
- organizational trust
- special education
Organisationstillit i en skola: « Race to the inclusive top »
Engdahl, E. (Author), Gustafsson, A. (Author). 2022-Jun
Student thesis: Professional degree, Advanced level