En skola för alla? En kvalitativ studie om hur lärare arbetar med barn i behov av särskilt stöd
(2013) SOPA63 20132School of Social Work
- Abstract
- The aim of this paper was to understand how teachers work with children with special needs and how their work can affect the child. More specifically the focus was to look at how teachers work in a class where there are children with special needs, how teachers ' practices relate to a categorical or a relational perspective and how the teachers' working effect the student. Five teachers were selected by a convenience sample due to reasons of availability and the interviews were based on semi-structured forms. Teachers' statements have been analyzed based on a categorical and relational perspective and conspiracy theory. The result shows that teachers have both a categorical and relational approach and that they are not consistent in how... (More)
- The aim of this paper was to understand how teachers work with children with special needs and how their work can affect the child. More specifically the focus was to look at how teachers work in a class where there are children with special needs, how teachers ' practices relate to a categorical or a relational perspective and how the teachers' working effect the student. Five teachers were selected by a convenience sample due to reasons of availability and the interviews were based on semi-structured forms. Teachers' statements have been analyzed based on a categorical and relational perspective and conspiracy theory. The result shows that teachers have both a categorical and relational approach and that they are not consistent in how they think and act in relation to the perspectives, whether it is about how they deal with differences in a class, how they look at the diagnosis significance or if they advocate inclusion or not of children in need of special support. The results also shows that a categorical approach can be likened to the negative stamping when there is danger of exclusion and stigma and that a relational perspective can be likened to positive stamping where the child instead feel valuable. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4255510
- author
- Bergh, Malin LU
- supervisor
- organization
- course
- SOPA63 20132
- year
- 2013
- type
- M2 - Bachelor Degree
- subject
- keywords
- categorically perspective, relational perspective, negative stamping, positive stamping, special education
- language
- Swedish
- id
- 4255510
- date added to LUP
- 2014-01-29 14:46:33
- date last changed
- 2014-01-29 14:46:33
@misc{4255510,
abstract = {{The aim of this paper was to understand how teachers work with children with special needs and how their work can affect the child. More specifically the focus was to look at how teachers work in a class where there are children with special needs, how teachers ' practices relate to a categorical or a relational perspective and how the teachers' working effect the student. Five teachers were selected by a convenience sample due to reasons of availability and the interviews were based on semi-structured forms. Teachers' statements have been analyzed based on a categorical and relational perspective and conspiracy theory. The result shows that teachers have both a categorical and relational approach and that they are not consistent in how they think and act in relation to the perspectives, whether it is about how they deal with differences in a class, how they look at the diagnosis significance or if they advocate inclusion or not of children in need of special support. The results also shows that a categorical approach can be likened to the negative stamping when there is danger of exclusion and stigma and that a relational perspective can be likened to positive stamping where the child instead feel valuable.}},
author = {{Bergh, Malin}},
language = {{swe}},
note = {{Student Paper}},
title = {{En skola för alla? En kvalitativ studie om hur lärare arbetar med barn i behov av särskilt stöd}},
year = {{2013}},
}