Browsing by Subject "inkludering"
Now showing items 1-2 of 2
-
Klasslärares erfarenheter av fungerande specialpedagogiska metoder och samarbete med speciallärare (2024)Today there are many class teachers who experience that their professions have changed and the pupils in the schools today have also changed. The heterogeneity in today’s classroom is big and class teachers need to have competence in many different areas to meet every pupil's needs, which leads to many class teachers feeling powerless to be able to meet every pupil’s needs. This leads to class teachers abandoning their profession or in the worst case they get a burnout, resulting in long term sick leave. In my opinion class teachers should get more support to fulfill their role of being a teacher in today’s school. The purpose of this study is to contribute with knowledge about class teachers’ positive experiences and methods in the areas of inclusion, differentiation, and classroom management and what is included in a good collaboration between the class teacher and remedial teacher. The research questions were formulated as follows: 1. What are class teachers’ thoughts about the development of the school, the need for knowledge regarding special education and the development of the increased heterogeneity in the classroom? 2. What are the class teachers' own thoughts and experiences of functioning methods in the areas of inclusion, differentiation, and classroom management? 3. How has the class teachers obtained their knowledge about methods and solutions that the teacher uses in their own classroom? 4. Which form of collaboration and support from the remedial teacher does a class teacher think is valuable? This thesis was conducted as a qualitative study, and the data was collected with semi-structured interviews. Seven class teachers were interviewed. Content analysis with a deductive approach was used to analyze the answers from the interviews. The result shows that the class teachers have a very positive approach to the areas of inclusion, differentiation, and classroom management. It is shown that support from the colleagues and allocation of resources are very important for the class teachers to be able to do the practical work in these areas and for the constructing of a functioning collaboration with the remedial teacher. Functioning methods in differentiation are to redo assignments, cut short or extend homework, flexible grouping, and to do assignments in different levels. Functioning methods in classroom management are rules and boundaries, self-reflection - who am I as a teacher, building safety and to see all pupils. The most common way to get knowledge of inclusion and differentiation is experience and in-service training. The most common way for the teachers to obtain knowledge about classroom management was that it is a part of their nature and it is one of their foremost interests but also through discussions with colleagues. For the collaboration between the class teacher and remedial teacher to be good, the class teacher needs to utilize the expertise that the remedial teacher has to offer, have good communication with the remedial teacher and aim to co-teach.
-
(2022)The purpose of this study was to research how the children in one early childhood education center exclude and include each other and what kind of tools the ECE-staff uses to support inclusion and prevent exclusion. The study also examines whether the children’s behavior matches the staff’s ways of describing exclusion and inclusion in the group. According to Helgekand and Lund (2016) exclusion is something children are most afraid of. Öhman (2010) points out that the excluding child has developed faulty communication patterns and manners for relations. Physically aggressive behavior is the most common and easiest to spot. Relational exclusion, like leaving someone outside the fellowship, is much more difficult to recognize (Öhman, 2010). The data collection consisted of 16 hours of observation of 19 five-year-old children and interviews with three different educators. The study was conducted in one Swedish speaking daycare center during December 2021 and January 2022. Qualitative content analysis was used for analyzing the data. According to the results, the most common way of excluding someone was ignoring another child non-verbally. The children also excluded each other verbally by saying to another that they are not allowed to play with them. The most common way of including someone was verbally asking someone to join them or non-verbally letting someone join in a play situation. Chosen and involuntary loneliness also occurred but the latter was slightly more common. The staff mentioned three kinds of ways of exclusion, verbal, non-verbal and unconscious exclusion. The unconscious exclusion refers to when the children do not notice if someone is excluded or alone. According to the staff, the ways of inclusion were verbal or unconscious inclusion. Tools for supporting the inclusion were playing stations, randomly drawn playmates, or using the program ‘SET in preschool’. The staff also mentioned the importance of spontaneous discussions with the children. Playing stations were often used, but the lack of resources led to very few spontaneous discussions or conflict resolutions.
Now showing items 1-2 of 2