Ett inkluderande arbetssätt i förskolan : En kvalitativ studie om hur förskollärare ser på inkludering och ett inkluderande arbetssätt

The purpose of this study is to find out how preschool teachers look at inclusion and the methodology of it. We also examined the findings, to establish if we are able to distinguish the essence from phenomenon. To do this we are using an interpretive phenomenology, to find the essence of inclusion phenomenon and inclusive ways to work. We interviewed six preschool teachers, at two different establishments. The questions raised, were intended to find out the views of participants, with regards the learning concept of inclusion methodology in preschool. We chose to use a qualitative interview technique, which meant that the questions used were particularly standardised. They were asked in a set order and of a basic structure. The survey was of open questions, which gave us the participants view of inclusion methodology. We also use the hermeneutics theory, within the circle of hermeneutics. This is because we wanted to use our experience within to confirm the findings of the study. Our conclusions from the study revealed that knowledge, experience and reflection are important attributes to possess to be able to work inclusively. It also emerged that inclusive practices are not always beneficial. It revealed on some occasions that the practice of exclusion is necessary.