Browsing by Author "Ryynänen, Suvi"

This bachelor’s thesis is a descriptive review about normality and abnormality in school world. By scientific literature I examinee what kind of structures make the limits between “normal” and “different”. I observe school’s practices and laws as ways that create these limits for pupils. I also observe how inclusion as an ideology was made to solve these problems, and how it has worked. For research questions, I chose to ask: what kind of structures create abnormality and how the problem of abnormality has been tried to solve by inclusion? By the research literature “normality” can be found as an ambition in school world. At the same time, “normality” reflects a picture of an ideal citizen of the era. “Abnormality” is labeled to be something negative and something that cannot attain the targets of the school institute. Putting pupils to an order of preference seems to be very natural to school institute and con- tinuous assessment can be understood as almost de rigueur. Administrations lines maintain the status of abnormality and professional speech is focused on diagnosis. Medical diagnose often defines pupils need and entitlements for specific support in a school. A child who has been assumed as a different one, is often seen from a negative perspective. Integration came into being a solution to a problem of abnormality. It still kept the lines be- tween normal and different one, and was too partial. Finland joined UN’s official inclusion program in 1994. In inclusive school system every child is entitled to go to the nearest school. However, inclusion does not seem to work perfectly in schools. Even though it is based by law, the new practices and ideas haven’t firmly rooted to the school system. Inclusion as a solution is not working so well that it could be seen executing the real equality.