In 2012 the Law of Inclusion was implemented. The purpose of the law is to reduce the special education by including 96 % of all Danish pupils in general public schools. A year later the new public school reform was introduced, which focused on increasing the academic level amongst pupils. Along with the Law of Inclusion this has been the object of criticism, where the lack of economic resources and the fast processing of the inclusion, have been the main critique points. The general public debate has especially focused on how the lack of resources has effected the teachers, pedagogues and pupils. The purpose of this study is to explore the challenges that the law and the reform have caused. In order to do so the study is based on a case, Helsingør Skole, where interviews has been conducted with two teachers, one pedagogue and fourteen pupils. Due to the results of these interviews we have identified some of the challenges the teachers and pedagogues are confronted with in their work with inclusion and the academic demands of the school reform. Furthermore the interviews have given an insight in how the inclusion and the demands for increased academic levels have effected the pupils. We have used theory on inclusion by the two professors in psychology, Rasmus Alenkær and Christian Quvang. In addition to the theories we have supplemented the analysis with official opinions on inclusion from relevant unions. The reason for the used research methods and theories is to explore whether or not the demands of the law and reform corresponds to the reality. It will be discussed how the demands of the law of inclusion corresponds to the high academic demands of the reform and whether or not it is clear for the employees how successful inclusion is to be ensured. Finally it will be assessed how the increasing demands effects the teachers and pedagogues well-being. This study shows that the employees in general are positive towards inclusion and wish for it to succeed. They are however challenged in their work due to lack of resources. In general the employees feel that they have been given a lot of new responsibilities which they are not comfortable with. The pupils well-being seems to be less effected by the inclusion and the reform. However some express that they cannot get the help they need during class and that the class is interrupted by a lot of noise.
|Uddannelser||Socialvidenskab, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||26 jan. 2016|
|Vejledere||Torben Bech Dyrberg|
- Rasmus Willig
- Helsingør Skole
- Rasmus Alenkær