En inkluderande skola för alla? : En kvalitativ intervjustudie om tre pedagogers syn på begreppet en skola för alla.

• Main Author: Ekmark, Daniel
• Format: Others
• Language: Swedish
• Published: Karlstads universitet, Institutionen för pedagogiska studier 2014
• Subjects: Inclusion; integration; a school for everybody; children with special needs; specials needs education; Inkludering; integrering; en skola för alla; barn i behov av särskilt stöd; specialpedagogik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31377

This study presents some teachers' views on whether today's school is a school for everybody or not. It has also looked into what special resources that are put in for children in special needs. The purpose of this study is to find out some teachers' views and thoughts on the concept of "an Education for everybody" and how these teachers said they worked with children in special needs. After taking part of and processed recent research results and literature, I chose to examine this through qualitative interviews. I interviewed three teachers, one primary school teacher, one special education teacher and one preschool teacher. The conclusions were that the concept of education could be understood in different ways. One teacher said that today’s school is for everyone because all children have the right to go to school. The other teachers said that today’s school is not a place for everybody since some children go to separate schools and special schools. The importance of including all students became clear since the teachers felt that that was the goal, but that the environment and time plays a big role when working with it. The teachers felt that more recourses would contribute to a more including and integrating environment. The school must adapt to the students' needs regardless of what they might be.