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Utmaningar i undervisningen utifrån ett inkluderingsperspektiv på handelsprogrammet
University of Skövde, School of Health and Education.
2016 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
Challenges in Teaching from an Inclusion Perspective in the Business and Administration Programme (English)
Abstract [sv]

Ett inkluderande arbetssätt kan sammanfattas i att en skolverksamhet ska möta varje elev utifrån elevens förutsättningar och behov. Teori och forskning visar att inkludering är ett komplext begrepp som kräver kunskap för att som yrkesverksam inom skolverksamheten kunna omsätta teori till praktisk handling.Syftet med denna studie har varit att belysa och skapa en medvetenhet kring ämnet inkludering och dess utmaningar utifrån tre yrkeslärares, en rektors och en specialpedagogs perspektiv på handelsprogrammet. De utmaningar jag har fokuserat på handlar om inkluderingsarbete på handelsprogrammet. Vidare har jag i studien analyserat hur de yrkesverksamma inom skolan arbetar med ett inkluderande arbetssätt. Studiens forskningsfrågor har besvarats genom kvalitativa intervjustudier. Resultatet har analyserats med hjälp av teoretisk bakgrund och forskning med fokus på olika inkluderingsperspektiv enligt de intervjuades utsagor.Studiens resultat visar att inkludering är en utmaning i skolans vardag som handlar om att möta varje elev utifrån deras egna förutsättningar och behov. I studien framkommer även svårigheter inom skolverksamheten i arbetet med inkluderingsperspektivet eftersom skolan tillhandahåller begränsade resurser. Utifrån studiens resultat kan inkludering förstås som ett viktigt begrepp som bör genomsyra skolverksamheten på ett organiserat och strukturerat sätt. Studien visar också att det finns potentiella utvecklingsområden för att på ett bättre sätt i framtiden tillgodose elever i behov av särskilt stöd på gymnasieskolans yrkesprogram.

Abstract [en]

Keywords: vocational education, vocational students, vocational teachers, inclusion, challenges, business and administration programme

An inclusion approach can be summarized as the requirement on schools to meet each student based on that student’s abilities and needs. Theory and research shows that inclusion is a complex concept; this requires professional teachers in schools to have the right knowledge in order to be able to translate theory into practice.

The purpose of this study has been to highlight and create awareness of the subject of inclusion and its challenges based on the perspectives of three vocational teachers, one principal and one special education teacher in the Business and administration programme. The challenges I have focused on concern the inclusion work in the Business and administration programme. Furthermore, the study also includes an analysis of how the professionals at the school work with an inclusive approach. The study's research questions have been answered by qualitative interview studies. The results have been analyzed by using theoretical background and research with a focus on different inclusion perspectives based on the interviewees' statements.

The results of the study show that inclusion, which is about meeting every student based on that student’s circumstances and needs, presents a challenge for schools in every day life. The study also shows difficulties within the school itself to work with the process of the inclusion perspective as only limited resources are available. Based on the study’s results, inclusion is understood to be an important concept which should be part of all school activities in an organised and structured way. The study also shows that there are potential areas of development in order to better accomodate students in need of special assistance at the secondary school vocational programmes in the future.

Place, publisher, year, edition, pages
2016. , p. 35
Keywords [en]
vocational education, vocational students, vocational teachers, inclusion, challenges, business and administration programme
Keywords [sv]
yrkesutbildning, yrkeselever, yrkeslärare, inkludering, utmaningar, handelsprogrammet
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:his:diva-17720OAI: oai:DiVA.org:his-17720DiVA, id: diva2:1353738
Subject / course
Pedagogy
Educational program
Vocational teacher programme
Supervisors
Examiners
Available from: 2019-10-09 Created: 2019-09-24 Last updated: 2019-10-09Bibliographically approved

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