En skola för alla
Är denna skola integrerande eller segregerande för barn i behov av särskilt stöd
IntegrationSegregationInclusionSpecial-needs educationSecond-language learningIntegreringSegregeringInkluderingSpecialpedagogikAndraspråks lärande
In this paper integration and inclusion were analysed in both theory and practice to see what they mean for pupils who reqire special support or pupils who have Swedish as a second language in compulsory school. The purpose of this work was to investigate whether inclusion is the best way of reaching the goal of a school for all children. A literary study, was conducted to test this hypothesis. The literature used for this purpose includes non-fiction books, handbooks, newspaper articles, declarations, conventions, and learning and course plans. Qualitative interwiews were held whit a remedial teacher, a Swedish-as-a-second-language teacher, and a class teacher who contributed greatly to this work thoough their experiences and vast knowledge. The result showed that there is not only one solution to the problem; sevral ways of going about reaching the goal of a school for all children exist. To get even closer to presupposed goal, a school for alla children, teachers must remove obstacles in their approach so that all children feel that they are in meaningsful situations.