Inkludering i en skole for allerektors oppfatning og ansvar

Abstract

The theme of this study is about inclusion in school. Inclusion is a key principle in school. The Norwegian schools goal of creating an inclusive school contrasts with research in this area, suggesting that the school fails to succeed this. The diversity that pupils represent meets a school system that is not shaped in terms of students' differences. More and more students receive their education in segregated forms in school. The purpose of this study is to gain insight into the principal 's perception of the concept of inclusion in school and work in conjunction with this. Besides, I compared the respondents' schools with a "best" case school in Sweden which has been particularly successful with inclusion and achievement. The issue is divided into three and the study tries to answer the following research questions : 1. What do the principals in the concept of inclusion in school and how they interpret their role in connection with this question? 2. How do principals work concrete with inclusion in school, and what are the difficulties working with inclusion in schools? 3. To what extent do we find similarities and differences in the work with inclusion between schools and between schools and the case study in Sweden? The study is based on a qualitative survey of five principals who work in the same municipality. The conclusion that can be drawn from this is that respondents do not have a clear perception of the concept of inclusion in school. Respondents has little awareness of such an important principle in school. These five principals working in various ways with inclusion in school, depending on their understanding of the concept. Respondents differ in their answers and shows variations in these, implying that they do not have a common collective understanding of the concept, nor a collective strategy for the development of the inclusive school.