Inkludering i svårigheter : Tre timplanebefriade skolors svenskundervisning
Sammanfattning: The aim of this study was to describe and analyse the work of three schools, all exempted from the national timetable, to see how they worked to help pupils in difficulty reach the goals in Swedish. The method used can be described as a qualitative case study inspired by ethnografic field work. The results are based on data which included 52 individual interviews, 5 group interviews, 54 classroom observations, and field notes. A total of six different classrooms were observed. This study schows that a categorical perspective of special education dominates the documented view of education for all pupils. Pupils' difficulties are seen as individual, but two schools register a plan and desire to achieve inclusive education. Participation in the projet of working without a national timetable would indicate such ambitions exist in all three schools. In practise these ideas provide more organisationally differentiated oppportunities for pupils in difficulty. Timetables in all six classes have a strong classification and a framing of time. This obstructs pupils' participation and dialogues. While the teaching of Swedish in the six classes was described in three different ways in the outlines, the observations and pupils' statements indicate that skills and teacher-planned activities dominated all six classes. A more detailed look at the reading and writing processes gave rise to a dominant "Literacy", which in turn meant that support was given outside the regular classroom instruction in two of the schools. This is supported by special teachers' non-engagement in the project. The conclusions are that a categorical perspective perspective, a strong classification of subject and time, teacher planned activities and skills, and a monophonic reading and writing process influence each other in marginalizing pupils whose "literacies" differ from the dominating scholl "Literacy".
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