I talet om inkludering : Med fokus på specialpedagoger och speciallärares tolkningar av inkludering

How teachers talk about inclusion was the main issue of this essay. When politics claim that changes are to be done in school they tend to formulate it in a form of legal text that should be precise enough to comply with. Before the legislation has become a natural part of the everyday work in school, it passes through a form of interpretation with several parts involving for example local authorities, headmasters and teachers. The main issue is what happens with the word inclusion when teachers interpret the understanding of it. I have studied and analyzed a meeting record that consist of the current situation, possibilities and impediments of achieving inclusion by about twenty teachers with a kind of remedial education from the same local authority. My purpose was to understand the definition of inclusion and the constructing of the concept at different levels. I have chosen a quality based method in my efforts to bring clarity. A theoretical ambition has been to understand the record through a social constructionist perspective. In this essay I have used different sources for example the Swedish Unescocouncil (2008) for definitions, Persson (2007, 2012) and Karlsudd (2011) to find recent research. The results are that it is a difficult concept with a lot of construction definitions, where teachers find a lot of impediments to frame the work for inclusion in school; economy, lack of capacity and appropriate rooms for example. Somehow the democratic issue does not occur in the speech of inclusion.Validerat; 20130826 (global_studentproject_submitter