"The basis must be inclusion" : special educators views about inclusive education

Kristina Dahlström (2021) "The basis must be inclusion" special educators views about inclusive education. Master degree in Special education, 120hp, Institution of School Development and Leadership, Faculty of Education and society, Malmo University. This study aims to contribute to a wider understanding about inclusive education. The main purpose of this study is to investigate seven special educators views about inclusive education. The studies questions are: - How does the special educators define inclusion? - What does the special educators think promotes and hinder inclusion in an individual-, group- and organisation level? - Is it possible to discern factors of especially significans in the work with inclusion? The study is conducted by using the method of interview. The perspecitve is from seven special educators point of views. They all work in primary schools. As a framework this study uses systemtheory and the theory of power by Focault. The key findings of this study is to be found in individual, group and organisation levels. On an individual level the study found that a good relationship between teachers and pupils are crucial to be able to have an inclusive education. How teachers interact and understand the needs of the pupils are important in inclusive education. On group level the study found that alternative tools, and differentiated methods is good for inclusion. Findings also indicated that the cathegory perspective is negative for inclusion. How teachers think think about what pupils are able to acomplish makes a big difference in how teachers choose wich didactic method to use. This can make the pupils less included or more included. On organisation level the study shows that inclusion needs to be the goal with the same understanding in schools. Schools needs to work systematic with inclusion to be able to improve and adjust their work to benefit pupils. The study concludes that special educators needs to work in all levels in school to be able to work for an inclusive school. If they only work in the individual level promoting work will be less sussessful. The implication of the results shows that inclusion need to be a part in every schools agenda to be able to have an inclusive school. The study contributes with an extended knowledge about inclusion in the eyes of specialeducators who work in primary schools. It also contributes about knowledge how schools can be more inclusive. As the title says: The basis must be inclusion. Keywords: inclusive education, relations, special education, systemtheory