Inclusive Education - Perceptions of Learning Facilitators of Children With Special Needs (Inkluderande utbildning – uppfattningar av specialpedagoger som underlättar lärandet för elever med särskilda behov)

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Inclusive Education - Perceptions of Learning Facilitators of Children With Special Needs (Inkluderande utbildning – uppfattningar av specialpedagoger som underlättar lärandet för elever med särskilda behov)

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Publication Student thesis
Title Inclusive Education - Perceptions of Learning Facilitators of Children With Special Needs (Inkluderande utbildning – uppfattningar av specialpedagoger som underlättar lärandet för elever med särskilda behov)
Author(s) Meynert, Mariam John
Date 2012
English abstract
This essay is my term paper submitted in partial fulfillment of my Swedish teaching degree (90hp) in the ULV project. It is an attempt to understand the concept of inclusion and the degree to which it is being practiced in Swedish municipality schools. World Declaration on Education for All was followed by the political acceptance of “one school for all” in educational system and debates in Sweden. This was a clear expression of the democratic ambition to create an inclusive school where every student had a right to equal and comparable education. Yet the history of special education has shown that the goal to implement inclusive education has been difficult to achieve. The ideology of inclusive education is in conflict with the ground realities and the interests and values of the individuals involved in schooling children which has led to a compromise where “one school for all” has resulted in the persistence of the traditional paradigm where segregated schooling and integration has been seen as the appropriate solution. Although there is space for different kinds of solutions to support children of special needs within the concept of “one school for all”, a positive posture on the part of the personnel would help ground democratic inclusive schools where students are not sorted out in terms of their abilities/disabilities, rather one which is designed with pupil diversity in mind, and where the school setting is adapted to children´ s needs. Such an inclusive education would be one, which celebrates diversity and is grounded on the value that differences between students are a resource rather than a problem.
Publisher Malmö högskola/Lärarutbildningen
Pages 68
Language eng (iso)
Subject(s) Segregation, Integration, Inclusion, Democratic perspective, Compensatory perspective and Pedagogical differentiation.
Handle http://hdl.handle.net/2043/13818 (link to this page)

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