This paper attempts to conceive the understanding of inclusion in a broader sense. This paper examines the concept of inclusion based on several theoreticians, the public people’s school legislation from 2017, which contains three categorizations for whom inclusion should incorporate, and finally the UNESCO Salamanca Statement. We compare our theoreticians with the school legislation from 2017, and again with our observations, and our interview. We have conducted field work as our empirical foundation, which was performed at a Danish public school. Subsequently we performed observations during four lessons, followed by an interview with the class teacher. This paper distances itself from analysing inclusion from an individual level, and instead approaches it from an institutional point of view. The paper challenges and discuss the concept of normality, and through a combination of the theoretician's perspective and definitions of inclusion in a broader view, this paper aims to illuminate the exclusionary mechanisms. A broader view on inclusion for all has been exemplified through the Nest-idea. This paper appeals to an inclusive education for all pupils, in which diversity must be acknowledged and accepted.
|Uddannelser||Basis - Humanistisk Bacheloruddannelse, (Bachelor uddannelse) Basis|
|Udgivelsesdato||18 dec. 2018|
|Vejledere||Sofia Esmann Busch|