Hur lärare tolkar inkludering

Sammanfattning

Inclusion is a concept that can be defined and viewed from many different perspectives. The purpose of this study focuses on gaining a broader knowledge view of how teachers interpret inclusion and what working methods teachers use to ensure that students are included in mathematics education. Based on previous research, there is limited research on inclusion in primary school, which is one of the reasons why this study was formed. The previous research also highlights the shared view of inclusion where inclusion is defined differently depending on which country the study comes from. The theoretical framework of this study is three levels of inclusion: spatial, social and didactic as well as content and participant inclusion. The study has a qualitative approach and will be based on classroom observations and teacher interviews of two different primary school teachers with their respective classes. The results have been analyzed using a thematic analysis where the results highlight the teachers' own definitions of inclusion and what working methods they believe and use to promote inclusion. The conclusion shows that teachers use different working methods to promote inclusion, where they define inclusion as when students can participate in teaching and adapt tasks based on the students' needs and circumstances.