Browsing by Subject "teoretisk komplexitet"

Goal. The aim of this thesis is to map the theoretical complexity of the much discussed and researched concept of inclusive education. Furthermore, it illustrates the concept from a practical point of view, using interviews with Finnish classroom teachers. Researchers describe the search for a definition of inclusive education as a difficult and unproductive task. Regardless of this, several previous studies have attempted to map and simplify the complex topic. This complexity is highlighted through a review of definitional approaches from previous research. Beyond the theoretical complexity, the practical perspective also suggests a diversity of opinions and solutions within schools. The implementation of inclusive education is described from the Finnish point of view, making visible the principle of support for learning and schooling. It should be noted that the 2014 National Core Curriculum for Basic Education (Finnish National Agency for Education, 2014) describes teaching in Finnish schools as inclusive. However, the document does not define the meaning of inclusion, leaving perception and implementation up to educators. Interviews with eight Swedish-speaking classroom teachers aim to support the understanding of the implementation of inclusive education. The analysis of the interviews is especially based on the teachers' descriptions of practical actions related to inclusion, as well as the motives for the actions. Method. The thesis is based on qualitative content analysis of eight (8) interviews with Swedish-speaking classroom teachers from eight (8) different Swedish-speaking schools and school units in southern Finland. The material that I analyzed is fully transcribed and anonymized interviews. The material was collected in 2022, as part of the University of Helsinki's research project MÅDIG: Diversity and differentiation in comprehensive school. Interviews were conducted with 21 class teachers and principals, but I only accessed one interview with a class teacher from each school or school unit in the project. Results. The research results show that the Swedish-speaking classroom teachers use a variety of inclusive teaching strategies in order to address current issues that affect the learning of heterogeneous student groups. The interviews reveal that inclusive teaching is largely based on practical prioritization and lack of resources, as evidenced by the fact that the majority of teachers' descriptions refer to the consideration of disadvantaged pupils, rather than all pupils. Consideration of disadvantaged pupils is relevant, as the functionality of teaching is based on consideration of them to a greater extent than consideration of strong pupils. In addition to consideration of achievement level, i.e., strength in learning, the majority of classroom teachers describe consideration of pupils' variations in language level and home situation. Teachers describe the implementation of inclusive teaching strategies based on current themes using differentiation, peer support and companion teaching. In addition to consideration of learning, teachers also describe in depth the maintenance of social community within the class, the school and with the home. For example, teachers use varied joint activities and open communication to consider social community. In correlation with previous research, inclusive education is illustrated as a multifaceted and complex ideal in education. The previous research largely aims to define and understand the meaning of the concept, while the interviews show a practical view of varying solutions to inclusive education. The comparison of theory and practice shows that teachers' inclusion is largely based on what is practically possible and their descriptions can therefore be considered non-theoretical. This has the risk of leading to teachers acting according to their own perceptions of a situation, instead of the important professional theory. Several teachers describe that they lack adequate resources, but also additional training in the consideration of all students. The thesis highlights the need for further research on the implementation of inclusive education.