This thesis is a qualitative case study on the sensemaking processes and paradoxes that exist in the teachers' internal collaboration and interdisciplinary cooperation with other professions, in social and special educational work. The visions and ideas for the future of an inclusive school policy contains a major transformation in the cooperation between a school's professional stakeholders. This cooperation is crititical if a school is to successfully meet the policy objectives of merging special geographical areas with a general catchment area, so that all children, regardless of their socail conditions, can be included in the future of schooling.
The existing research on schooling, indicates general difficulties between a schools professional stakeholders, which is why the political thought is towards teacher collaboration, closer teaching groups and an increased focus on the interdisciplinary cooperation between groups such as PPR and schools. The Copenhagen has, for the school year 2012-13, decided to establish resource centers in all the local schools in order to give a more unified, holistic and systematic approach together with"a common language". The aim is to provide schools with the necessary competences to solve the social and special educational challenges that lie ahead.
With our experience from elementary school, we are primarily concerned with the political and scientific attention given to mainly quantitative goals whilst evaluating schools and the school's own practice. It is for this reason, whilst studying for a Masters in Social work, that we have found it necessary to examine the interaction and cooperation processes taking place at a school that is built on political ideals. The school which provides the framework for the thesis case, is characterized as an extreme and paradigmatic case. The school, since its beginning as an experimental school in 1973, is characterized by close teamwork and many years of experience of working together alongside a competence center. In other words, the schools' experience in internal and interdisciplinary cooperation can be utilized as a source of knowledge and insight into the opinion formation and paradoxes that may arise in the relationship between various professions.
Through Karl. E. Weick's theory of Sensemaking in Organization and Ralph. D. Stacey theory of "Complex responsive processes" we investigate through social constructivist methods, how a large school creates stability and change in the communicative cooperation processes that exist between school professionals, teachers and ressource persons. We go through the identification of several organizational issues which can be both valid or invalid or even opinion based. We go through qualitative interviews and observations, thus obtaining new insights and knowledge into the difficulties a school will be presented with on a daily basis. In particular, the systemic approach to the social work, combined with a lack of participation and communication between the stakeholders in the school's own themes, creates problems for cooperation, both internally and between the various disciplines. This may well prove to have consequences, not only for the professionals, but also for the student or the entire class