Hur förhåller sig kenyanska lärare till föreställningen om barn som besatta av demoner?
Hur några lärare i Kenya resonerar kring barn i behov av särskilt stöd
The purpose of the study is to find out how some teachers in Kenya reason about children in need of special support. To undertake the study the following question are used:How do some teachers in Kenya reason about children in need of special support?The study has been made with qualitative interviews in Kenya. A total of four teachers at primary school level have been interviewed. The decision to do qualitative interviews is made by the opportunity to get as comprehensive answers as possible from the respondents' reason about children in need of special support.Three different kinds of special education perspectives have been used in this study. The compensatory, the critical and the dilemma perspective. The compensatory perspective to see the child as the owner of the problem is the dominant perspective when the respondents define children in need of special support. In concrete situations the respondents says that they want to define the children's disorders to be able to give them special tasks outside the regular education. In broad reasons the respondents talk about an all-inclusive education and relates to the critical perspective. A dilemma perspective are shown when the respondents are not sure if their own education or the child's own education with special tasks is what is needed to be changed. Earlier researches show that more education and resources is needed for children in need of special support in Kenya. A common opinion in Kenya is that children in need of special support are possessed by demons but the teachers say they don't believe in demons and that it does not affect their education but one of the respondents said he is not absolutely sure if it affects him or not.