Teachers’ perceptions of teaching and the dilemmas for inclusion of pupils in special schools who have extra need of special support.

Jari LinikkoDep. of Special Education

The aim

• Clarify the contradictions in teaching practice that are reflected in teachers' statements about the education of pupils in need of special support at the government-run special schools in Sweden.

The special schools

• Education for pupils with deafness was legislated in 1889.

• 1981 a statement about bilingual education, Swedish sign language

• UN standar rules 1993, 5:7

• Sweden has stated that the existence of special schools is a prerequisite of providing a sign language environment for deaf pupils (Education Department, 2002).

• Five regional and three national special schools

• About 500 pupils

• 2,2-2,7 pupils per teacher

Pupil with additional disabilities in special schools

Integration - Inclusion

• The concept of integration was understood as a situation where someone who has been segregated must first adapt him/herself to the majority's terms until he or she can become integrated (Rosenqvist, 2003)

• “Being included may represent a situation in which you are a part, in an organic way, without necessarily being forced to conduct yourself according to a rigid norm” (Ravaud och Stiker, 2001, s.501).

Method

• 16 teachers in five regional schools

• Interviews

• The first step exploring themes in the teachers’ statements

• The second step defining the contradictions between the nodes in the system

• Computer Assisted Qualitative Data Analysis Software (CAQDAS) Nvivo was used

Results

• Contradictions in communication– the teachers' abilities to adapt their language based on the

pupils' language levels and experiences– other teachers do not dare to respond to pupils in need of

special support– teachers cannot contribute to the division of labor– other pupils do not have the patience to listen to the pupil in

need of special support

• Contradictions on the bases of teaching materials– inappropriate for the pupil– teaching methods were questioned by other colleagues

Results continued

• Contradictions on the basis of rule aspect– Teachers experienced planning time as insufficient – Extra time – other pupils have to wait, became

bored

• Contradiction based on community– facilities and location– the special education group became an activity

system in its own right

• Contradictions on the basis of labor– colleagues could not take on the tasks– classmates received a training role in the work of

the pupil's social behavior– Parents' support varied widely

Discussion

• The normal, typical pupil versus the atypical pupil

• Modell– Several layers– Which of contradictions was primary and which was

secondary.

Thank you for listening !