Specialpedagogik i förskolan: Barn i behov av särskilt stöd : En jämförelse mellan två olika förskolor utifrån pedagogernas resonemang om barn i behov av särskilt stöd

• Main Authors: Ward, Josephine, Jawhar, Sandi
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2016
• Subjects: preschool; pedagogues; in need of special support; special education; inclusion; exclusion; förskola; pedagoger; behov av särskilt stöd; specialpedagogik; inkludering; exkludering
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31485

The aim of our study is to examine how pedagogues deal with inclusion and exclusion in the preschools and how they work with special education to include children in need of special support. We will do this by conducting interviews with seven different pedagogues at different preschools in Stockholm city which we will compare to each other. Our study is a qualitative research and with our data collection, we have chosen to focus on data in the shape of interviews and interpretive analysis to gain a deeper understanding and knowledge about our chosen topic. We have used these following questions as the starting point of our research:1. How can pedagogues approach when working with special education in children’s groups?2. What kind of view do pedagogues have with children who are in need of special support and how can it be understood from a relational perspective?3. In what way do pedagogues deal with inclusion and exclusion in the preschool?4. Are there any differences or similarities between these preschools? And what can this be due to? We have also chosen the relational perspective as our starting point in our study. In our research this means that children can be understood in relation to the environment and to the current context. It involves an understanding of the surroundings, the environment and the context affecting the individual. This means that we should understand human actions in communications and interactions with others. The conclusion of our study shows a larger perspective with both similarities and differences in how pedagogues work with special education, their views on children in need of special support and how they deal with inclusion and exclusion inthe preschools.