This study examines how the boarding school Hald Ege Efterskole defines the concept of inclusion, and how it is reflected on, both on an academic and a social level. The main focus of the study is how the academic and social levels interact, and how this creates inclusion even when the school Hald Ege Efterskole chooses to exclude students with special needs in their main classes. The reason why this study is relevant is because of the new reform that was passed by the government, which dictates that an increased amount of students will be included in regular classes. It is therefore im- portant to examine how schools implement this reform, and seeing as there has not been much focus on boarding schools, compared to for example elementary schools, this area has yet to be fully exam- ined. The empirical data was collected over a period of two days in Hald Ege Efterskole, where the every- day life in the boarding school was observed in a manner called participant observation. The empiri- cal data was then analysed on the basis of 4 themes: Reading groups and branch subjects, the tree rooms, relations and conflict management. To shed light on these themes the theorists Ulla Ambrosi- us Madsen and Knud Illeris were used as main theorists and Max Weber and David A. Kolb were used to examine the theme conflict management. The examination and analysis of the 5 themes led to the conclusion that Hald Ege Efterskole practic- es the term inclusion in their own way and not the way the Danish Ministry of Education defines it. Furthermore it is concluded that the branch subjects play a major role, for Hald Ege’s way to include their students in the social environment. Lastly it is concluded that the way they practice their form of inclusion succeeds more or less in the aspects of educational acquisition and social comfort.
|Uddannelser||Basis - Humanistisk Bacheloruddannelse, (Bachelor uddannelse) Basis|
|Udgivelsesdato||30 jan. 2015|
- Boarding school
- learning theory