Summary/abstract In this Master Thesis we explore how inclusion is practised in the classroom. Through qualitative research in a 4.gradein a Danish school, have we used interveiws and participation observations for a week, to study the teachers teaching strategies. This thesis takes standpoint in the situated learning theory by Jean Lave and Etienne Wenger from where we can see the interaction between the teachers and the students in how the teachers creates posibilities or limitations for learning and participation in the classroom. To analyse and get an view of the teaching-strukcture we have moreover used Basil Berstein’s theory about laungage code. The main approach is to study how the teachers experiences the demand of inclusion and what challenges does this affect on the classcommunity and the realtions between the students. Through the observations, we have seen how the teachers become a part of the childrens interactions among their classmates. We have moreover seen how the teacher’s opinion about inclusion and previous experinces becomes a part of the way the different teachers are teaching the class. Co-operation between parents, colleauges and psychologies seems to influence on the way to implement inclusion. Moreover, the teachers calls for more information and knowledge about diagnoses and specialneeds, whitch is opposite to the thought of inclusion and by that challenges the teachers work of taking care of the students indivudal needs in the social practice.
|Uddannelser||Psykologi, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||2 sep. 2013|