• Trine Bach Valsted
4. term, Psychology, Master (Master Programme)

The aim of this report has been to explore to role of special educational thinking and practice in a time where inclusion is on the agenda. Furthermore it is examined how special education can be used to force an inclusive school in practice. This is explored trough theoretical and empirical perspectives. Empirically, I explore a specific specialized intervention called the Family Class, where I follow a boy called Lukas across the specialized intervention and general contexts like his classroom and in playtime. The empirical data therefore consists of different observations. I supply the observations with two interviews, one with the teacher in the Family Class and one with the teacher from Lukas' general class. Also the empirical data consists of a description of the project that the Family class is based on and an evaluation of the Family Class made by the staff. The theoretically perspectives that are used to give insight into the aim mentioned above is general research in relation to special education, including special education from inclusive perspectives. Furthermore trends in educational practice is explained to contextualize challenges in relation to realize inclusive visions in practice. Concepts from Critical Psychology is also described to capture dialectical perspectives in relation to inclusive problems.

This study indicates that special education should be used to support the development of inclusive communities in school where all children can participate. Therefore, the special education must draw on more relational and contextual knowledge than before and specialize in differentiated pedagogy. It is suggested that special education in the future should build on a more analytic and flexible practice, that can capture dialectical perspectives in educational practice and analyze the specific problem and context on a more multidimensional level. Also, it is suggested to use the specialized knowledge in the general educational practice so that special education forward works like at qualification of the general practice.
Publication date29 May 2015
Number of pages80
ID: 213107598