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Hur går det egentligen till?: Lärares syn på inkluderande undervisning i idrott och hälsa.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
2014 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
How does it actually work? : Teachers view of inclusive teaching in physical education. (English)
Abstract [sv]

Syfte och frågeställningar

Syftet med denna studie var att undersöka lärares syn på en inkluderande undervisning i idrott och hälsa och om uppfattningen kring inkludering var likvärdig eller skiljde sig åt.

  • Hur arbetar lärare med inkluderande undervisning i idrott och hälsa?
  • Vilka möjligheter och svårigheter finns i en inkluderande undervisning inom idrott och hälsa?
  • Vilka tidigare erfarenheter finns i samband med inkluderande undervisningen inom idrott och hälsa?

Metod 

Undersökningen var av kvalitativ karaktär med intervjuer som datainsamlingsmetod. Fem lärare i idrott och hälsa från tre skolor i Stockholm deltog i studien. Urvalet grundade sig i ett snöbolls- och bekvämlighetsurval. Studien utgick från ett sociokulturellt perspektiv och använde sig utav Lev Vygotskijs teoretiska tänkande om lärande och utveckling.

Resultat 

Lärarna i denna studie hade en relativt likvärdig syn om uppfattning kring inkludering och att eleverna och deras behov skulle vara i fokus. Kommunikationen mellan elev och lärare hade en central betydelse för en lyckad inkludering. I de olika skolformerna hade lärarna i idrott och hälsa en samstämmig bild av vilka möjligheter och svårigheter som kunde uppstå i arbetet med inkludering. Några faktorer som skapade möjligheter enligt lärarna var kontakten med eleverna, att ha en positiv inställning till funktionsnedsättningar samt att ha gemensamma mål inom elevgruppen. Det framkom i resultaten att lärarna ansåg att det fanns vissa svårigheter i samband med inkludering. En dålig kommunikation med eleverna, att instanserna runt eleven hade svårigheter att samarbeta och att inställningen till inkludering var bristfällig. Vidare nämns den ekonomiska aspekten som ytterligare ett problem samt att lärarna bar med sig känslan av otillräcklighet.

Slutsats 

Resultaten från denna studie visade att lärarna ansåg att eleverna och deras behov skulle vara i fokus samt att kommunikationen mellan elev och lärare hade en central betydelse för en lyckad inkludering. Lärarna framhöll kommunikation flertalet gånger i olika sammanhang och resultaten visade att samspelet mellan lärare och lärare var lika viktig som kommunikationen mellan elev och lärare.En del skillnader framkom i resultatet om uppfattningen om inkludering. Resultatet visar att lärarnas olika erfarenheter av barn och unga med funktionsnedsättning hade betydelse för hur inställningen till inkludering blev. Enligt resultaten var arbetet med inkludering behovsstyrt och skolformerna prioriterade arbetet olika. Avslutningsvis var uppfattningen om inkludering relativt likvärdig mellan lärarna.

Abstract [en]

Aim

The aim of this study was to investigate teachers views of inclusive education physical education and if the notion of inclusion was similar or different. 

  • How do teachers work with inclusive teaching in physical education?
  • What opportunities and challenges are characteristic for an inclusive education within sports and health science?
  • What past experiences are associated with inclusive education in sports and health teaching?

Method

This study had a qualitative approach, and used interviews as data collection method. Five teachers in sport- and health sience from three schools in Stockholm participated in the study. The selection is based on a ”snowball”- and convenience sampling. The study was based on a socio-cultural perspective and refers to Lev Vygotsky's theoretical thinking about learning and development. 

Results

The teachers in this study had a relatively similar view of inclusion. According to them the students and their needs should be in focus. The communication between the students and the teachers had a central importance for a successful inclusion. In the different types of schools the teachers in physical education had a coherent view of the possibilities and difficulties that occured in the process of inclusion. The contact with the students, to have a positive attitude to disability and to have common goals within the class in physical education, were some of the factors that created possibilities according to the teachers. The results also show that the teachers believe that there are some difficulties associated to inclusion. A poor communication with the students, that the instances around the pupils had difficulties to cooperate and that their approach to inclusion were inadequate. It was also mentioned that the economic aspect were an additional problem, and that the teachers carried a feeling of insufficiency.

 

Conclusions

The teachers in this study felt that the students and their needs had to be in focus and communication between the student and the teacher had a central importance for a successful inclusion. The teachers highlights communication several times in different contexts, and the results showed that the interaction between teachers and teachers were just as important as the communication between student and teacher.    Some differences emerged in the results of the perception of inclusion. The results show that teachers different experiences of children and young people with disabilities had impact on how attitudes towards inclusion was. According to the results was the work of inclusion needs-led and school forms priority work different. Finally, we see that the idea of ​​inclusion was relatively similar between teachers.

Place, publisher, year, edition, pages
2014.
Series
Examensarbete, 2014:106
Keyword [sv]
Funktionshinder, funktionsnedsättning, inkludering, integrering
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:gih:diva-3626OAI: oai:DiVA.org:gih-3626DiVA: diva2:774478
Educational program
Physical Education Teaching; Physical Education Teaching
Supervisors
Examiners
Available from: 2014-12-28 Created: 2014-12-23 Last updated: 2014-12-28Bibliographically approved

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