• Fatema Afif Mustafa
4. term, Social Work, Master (Master Programme)
The objective of this thesis is to examine the inclusion in the primary school. The thesis deals with the inclusion challenges of schoolteachers in social work, and the inclusion of children with special needs. Throughout this thesis, the focus is on the teachers' own experiences of social work with inclusion, through the challenges that teachers themselves experience and describe. This thesis is seen as a scientific and limited work that deals with teachers' experiences of challenges in the inclusive work. Thus, this is a thesis that can help with what should be done in the future or focus on practice to make the inclusion a successful experience for the teachers.
To carry out this study: interviews of eight teachers, interviews of two students and observation at two schools are used. Through these, it has been possible to define, explain and discuss the challenges that teachers face in the practical work with inclusion.
The thesis theoretical basis is Axel Honneth recognition theory. Which helped to gain a deeper understanding of teachers' challenges at inclusion. While this theory special focus is on the relational conditions in humans, and how these relationships can prevent or strengthen its position for self-development and self-realization.
The teachers describe the challenges in three basic perspectives and relationships: parents, leaders and pupils. First of all, it’s about the parents' recognition of the needs of their child, when this happened, recognized teachers work with their child automatically. Because then, the cooperation in between and support takes place. Next is about the school management being actively involved in the inclusion and supports teachers, through competence and extra resources in the form of more training and teacher support. When applicable, teachers will thus feel better prepared and competent to execute the job with inclusion. The final is based on recognizing teacher experience from student with special needs and students without special needs. It is about how these three are mutually recognized and reflect each other’s recognition, because if this is successful, the teacher can conduct an inclusion process that is considered to be successful.
The conclusion of this thesis is that, if the parents support the teachers, and the management support the teachers, this will help and reflects the dynamics of everything inside the classroom.
Publication date1 Aug 2015
Number of pages102
ID: 216913549