The Popular and the Academic: The Status of the Public’s Pleasure in the Quarrel of Le Cid.

The unprecedented success of Le Cid (1637) triggered a ferocious literary quarrel about the value of the judgement of the least “considerable” part of the theatre audience – the people. This article explains how the social and gendered distribution of the audience in the few Parisian theatres of the period could reveal the difference of the appreciation of various categories of the audience. The article then develops that at this time in France, the notion of the “public” does not refer to the audience but to the res publica, the edifying character of the plays meant to serve the public good. Indeed, the theatre was given a moral dimension, as an heritage to Horace’s Ars poetica in which the role of theatre was to please and instruct.This is followed by a discussion of two aspects of the quarrel. It was first set off by the fact that Corneille with his attitude disrupted the rules of the economy of cooptation in vigour in the Republic of letters, thus deeply shocking his peers. The second aspect of the quarrel pertained to the dramatic rules which were being established at the time. Le Cid transgressed some of these rules, in particular the rule of decorum. But the condemnation of the transgression of these rules put in question their purpose and their value. Corneille maintained that like Aristotle, he was concerned with the public’s pleasure and that Horace’s precept of moral instruction was secondary in theatre.The conjunction of the criticism of peers concerning the non-respect of the dramatic rules and the actual success with the public posed the question of the valid tribunal of literary works – peers or the public. Ultimately, the fact that the play had touched all categories of the audience – the people and the courtiers – facilitated the valorization of the people’s pleasure and the people’s judgement vis-à-vis the peers

Learning difficulties and successes in school : The importance of support

LokaútgáfaÍ greininni er fjallað um stöðu nemenda sem eiga við námsvanda að stríða innan skólakerfisins. Fyrri rannsóknir hafa sýnt að námserfiðleikar eru einn helsti áhættuþátturinn að baki brotthvarfi úr námi. Greint er frá niðurstöðum nýlegrar rannsóknar sem ætlað var að varpa ljósi á hvað nemendur með námserfiðleika telja að hafi haft áhrif á námsárangur þeirra. Byggt er á vistfræðikenningu Bronfenbrenners um gagnvirk áhrif foreldra, skóla og samfélags á þroska og aðlögun barna, og á öðrum rannsóknum sem sýna hvað hefur áhrif á líðan nemenda með námserfiðleika og námsframvindu þeirra. Tekin voru viðtöl við tíu ungmenni sem áttu við námserfiðleika að stríða alla skólagönguna en náðu þrátt fyrir það að ljúka námi í framhaldsskóla. Sjónarmið nemenda sjálfra eru nú í auknum mæli talin mikilvæg og viðtalsrannsóknir undanfarinna ára sýna að mörg börn og ungmenni tjá sig vel um eigin reynslu. Leitað var svara við eftirfarandi meginspurningum: Hver er reynsla nemenda með námserfiðleika af skólagöngu? Hvað stuðlar að jákvæðri námsframvindu á meðal nemenda með námserfiðleika? Í viðtölunum komu fram þrjú meginatriði: a) Erfiðleikar við að fá námsvandann viðurkenndan, b) tilhneiging til að aðgreina nemendur og flokka, og c) hvatning og stuðningur foreldra og skóla sem stuðlaði að seiglu og velgengni í námi. Seigla sem nemendur komu sér upp með stuðningi í nærumhverfinu virtist ráða mestu um aukna trú ungmennanna á eigin getu. Þetta varð til að þeim tókst að ljúka námi þrátt fyrir námserfiðleika. Í greininni er þessum niðurstöðum lýst og loks er fjallað um mikilvægi þess að tryggja farsælt nám allra á jafnréttisgrunni með því að skólar komi betur til móts við þann hóp nemenda sem gengur illa í námi.Education is meant to increase individuals’ capabilities in dealing with challenges in everyday life and enabling them to provide for themselves. In recent years increased emphasis has been placed on equal rights to education for all and the provision of support to students with disabilities. Legislation governing Icelandic primary and secondary education bound these policies in law in 2008. Simultaneous with the policy change there has been an increase in clinical assessments of students with learning difficulties (LD) as well as provision of special educational support. However, scholars have argued that a clinical approach to identifying support needs can lead to undesirable school practices, such as labelling students with LD and segregating them. It may be more useful for schools to adopt a social approach to assessing support needs of disabled students. A social approach seeks to identify and understand students’ situations and looks for solutions and resources in their near environment, recognizing that social factors have an impact on students’ educational development and progress. For a long time students with LD have been defined as a vulnerable group at risk of dropping out of school. Thus it is important to seek knowledge and approaches which support students and increase their chances of completing secondary education. Research has shown that special educational support in compulsory school education and a general studies programme in upper secondary education has failed to prevent students with LD from dropping out of secondary education. Therefore, it is important to provide various types of support for students and thereby reduce the negative impact of risk factors on their education and foster their resilience in tackling the challenges they face. This article discusses the educational position of students who have learning difficulties (LD). Prior research identifies LD as one of the strongest risk factors influencing a high dropout rate in this group. The article discusses results from a recent study in Iceland which looked at factors that have an impact on educational progress from the perspectives of students with LD. The discussion draws on Bronfenbrenner’s systems theory by exploring the influence of parents, school and society on students’ development and integration at school. The discussion also draws on research which has explored the impact of emotional well-being on educational progress for these students. In recent years recognition of the importance of drawing on students’ own perspectives to improve policy and support for students with LD has increased. Interview research shows that a large number of children and young people with LD are indeed capable of expressing their views and experiences in a clear manner. Qualitative semi-structured interviews were conducted with ten youths who had learning difficulties but were able to complete upper secondary school. The main research questions were: What are the experiences of students with learning difficulties in regard to educational support and what contributed to their success at upper secondary school? Three main findings emerged: a) difficulty in getting recognition of the problem, b) the inclination to isolate and label the students and c) encouragement and support from parents and schools promoted students’ success and well-being in education. The results indicate that the educational experiences of students with LD are complex and shaped by many factors in their lives. Schools tend to emphasise clinical approaches to assessing students’ support needs and put less importance on assessing students’ strengths and efforts to succeed. Most of the young people stated that they appreciated receiving clinical assessments as that meant they were able to receive more support in their studies. However, they felt that the assessment also led to labelling and served to isolate them from peers, especially since the support teaching took place in a segregated place. The research results further indicated that the resilience shown by the students in coping with challenges was related to the support they received in their near environment, such as from family and staff at school. Support from their near environment was a key factor in influencing belief in their own capabilities and helping them to complete their studies. This article describes and discusses the research findings, and the important role of teachers and parents for supporting students with learning difficulties in order to ensure educational success and equality.Peer Reviewe

Children‘s experiences of foster care and schooling

Börnum sem geta ekki dvalið hjá foreldrum sínum vegna erfiðra aðstæðna er jafnan komið í fóstur á einkaheimili fyrir tilstilli barnaverndarnefnda. Markmiðið er að búa barninu tímabundið tryggar uppeldisaðstæður eða að koma því varanlega fyrir þegar ekki þykir unnt að bæta aðstæður þess með öðrum hætti. Til fósturráðstöfunar er því einkum gripið þegar talið er að líkamlegri eða andlegri heilsu barnsins eða þroska þess sé hætta búin vegna framferðis foreldra eða vegna hegðunar barnsins. Rannsóknir staðfesta að námsgengi fósturbarna er oft slæmt, óstöðugleiki í fóstri hefur neikvæð áhrif og samráði við börn um ákvarðanir í málum er oft áfátt. Þessi grein fjallar um rannsókn á fóstri barna og skólagöngu. Markmiðið var að athuga reynslu viðmælenda af fósturdvöl og skólagöngu, m.a. hvort þeir teldu að haft hefði verið samráð við þá um ákvarðanir. Um var að ræða viðtalsathugun með þátttöku- og barnmiðuðu sniði, þar sem reynt var að veita viðmælendum talsvert sjálfdæmi um tilhögun viðtala. Rætt var við fjóra unglinga á aldrinum 14 til 16 ára. Sumir höfðu dvalið á víxl í fóstri eða hjá foreldrum. Í niðurstöðum vöktu áföll og tíð skipti um skóla einna mesta athygli og það beindi meðal annars athygli að óstöðugleika fóstursins. Hvert barn hafði sótt 4–5 skóla. Á þeim tíma þegar rannsóknin var gerð höfðu börnin alls skipt um skóla 26 sinnum og lent í ýmsum vanda, t.d. einelti og óréttmætum ásökunum. Reynsla fósturbarnanna af skólagöngu var með ýmsu móti. Samvinna var nokkur milli skólans og barnaverndarnefndar sveitarfélagsins en samráð við börnin lítið og vinnuaðferðir virtust ekki efla þau nema að litlu leyti. Erfitt reyndist að finna börn til að ræða við og strandaði þar mest á milliliðum sem þurfa að leyfa slíkt. Rannsóknin náði til fárra og var markmiðið því ekki að alhæfa um niðurstöður. Í ljósi þeirra má þó álykta að barnaverndarnefndir og skólar þurfi, a.m.k. stundum, að skilgreina betur frumkvæði, tryggja fósturbörnum meira öryggi og treysta betur námsgengi þeirra. Þess er vænst að niðurstöðurnar geti nýst til að efla menntun fósturbarna.Child protection committees place children in foster care due to difficult conditions in their parental home. The goal of this measure is to safeguard children’s situation and upbringing, either temporarily or permanently, when other special measures do not suffice. Foster care placements are used by child protection authorities if a child may be physically or mentally endangered by the parent’s situation or by the child’s own behaviour. Research generally shows poorer educational outcomes for children in foster care than for other learners. Findings also confirm that placement disruption and breakdown negatively affects children’s well- being and schooling. Studies of case handling in child protection show lack of children’s participation in decision making which goes against the participation principle in the United Nations Convention on the Rights of the Child. This paper reports on a study of children’s own experiences on foster care and schooling. It aimed in particular at exploring whether the children under study had been consulted and empowered by child protection and educational professionals who handled their matters. The sample was recruited through child protection authorities. Finding interviewees proved to be time consuming and complicated, mostly due to lack of assistance and because gatekeepers were reluctant to grant access. The research was conducted by using child-focused interview methods. Open questions were used to enable the children to talk freely and adjust the interviews to a certain extent. Pictures, signs and conversation cards were applied to encourage the children to participate actively in dialogues. Four foster children were interviewed; two boys and two girls, all 14-16 years of age. Questions mainly concerned well-being in foster care, albeit some were retrospective in order to contextualise the accounts. The children stayed temporarily or permanently in foster care while attending primary school. They had earlier lived in various parts of Iceland and had to attend school geographically far away from their homes, parents and families. Their case handling was under the jurisdiction of various child protection authorities in different regions of the country. Some children moved temporarily from the foster home to the parental home and returned later to the same or another placement. The number of attended schools was a significant issue. During years of primary school each child had changed school 4 – 11 times and in total the children had attended seventeen schools. The children’s experiences varied, both in temporarily and permanent foster care. For instance, one boy in permanent care, where stability and good daily care dominated, was reported as being content and comfortable, while one girl where placements were disrupted was repeatedly sexually abused. The children had learning difficulties, physical and behavioural problems, were mobbed by peers and some met with unreasonable accusations. There had been some cooperation between the schools and the child protection authorities, but none of the children were consulted which deprived them of the opportunity to influence their own situation. Those who faced problems did not obtain a spokesman who could listen and explain the reasons behind foster arrangements or other practicalities. For instance, one girl’s request for a spokesman, a service to which she was entitled according to the Icelandic Child Protection Act, was repeatedly denied. This study was based on a small sample which provided no ground for generalization and limits definite conclusions. However, the experiences of the interviewees on foster care and schooling enable deeper understanding of the issue, in particular as it is under-researched in Iceland. The findings indicate that schools should enhance safeguarding measures of children in foster care. Professionals also need to attend more carefully to educational needs of children in foster care. Furthermore, clear goals need to be introduced in regard to cooperation of educational and child protection authorities and the same is true for procedures concerning school attendance of children placed in foster care. According to this study and other research referred to in the article, these recommendations may be important preconditions for coping effectively in adult life.Peer Reviewe

Hvernig geta fullorðnir talað við börn um Covid-19?

Margir kennarar og foreldrar eru færir í að tala við börn um erfiða hluti. Það sakar samt ekki að rifja upp nokkur atriði nú þegar við erum upptekin af Covid-19. Daglega heyra börn um veiruna, sjúkdóma og dauðsföll sem henni tengjast og sum í návígi. Skólinn og frístundin tekur á þessu og eðlilega margir foreldrar. Reynsluboltarnir Raundalen og Schultz skrifuðu bókina „Kan vi snakke med barn om alt?“ [Getum við talað við börn um allt?]. Svar þeirra er ótvírætt JÁ. Foreldrar, afar, ömmur, kennarar og leikskólakennarar geta rætt opið við börn um allt, það sem gerist heima, í samfélaginu og heiminum. En hvernig?Óritrýn

Gatekeeper - what is your role? : children‘s participation in research

Markmiðið með greininni er að varpa ljósi á reynslu rannsakenda af því að fá formleg leyfi og aðgengi að börnum til að rannsaka hagi þeirra og ræða við þau um málefni sem þau varða. Tilgangurinn er að efla umræðu um málið og vekja athygli á því hver réttur barnanna er í því sambandi. Rannsakendum ber að afla formlegra leyfa stofnana, forsjáraðila og barna við undirbúning rannsókna þar sem börn eru þátttakendur. Í slíkum rannsóknum þurfa rannsakendur oftar en ekki að- stoð við aðgengi að börnum frá stofnunum, fagfólki og forsjáraðilum, svokölluðum hliðvörðum (e. gatekeepers). Greinin er byggð á rýnihópaviðtölum og var rætt við starfandi fræðimenn við Háskóla Íslands. Allir höfðu þeir lagt stund á rannsóknir með börnum þar sem þau voru beinir þátttakendur og höfðu talsverða reynslu af samskiptum við hliðverði. Niðurstöður benda til þess að einfalda þurfi og skýra ferli formlegra leyfa slíkra umsókna hjá nefndum og yfirmönnum stofnana og að ferlið sé flókið, dýrt og tímafrekt. Það sé of persónubundið hvaða upplýsinga sé þörf, það geti verið bundið fræðigrein rannsakanda, og einnig njóti ákveðin svið meira trausts en önnur. Fram kom að stofnanir og fagmenn væru oft treg til þess að opna hlið fyrir rannsakendur þó svo að formleg leyfi lægju fyrir. Margt getur leitt til slíkrar tregðu og nefndar voru ástæður eins og efasemdir um hæfni rannsakenda til þess að ræða við börn og að hlífa eigi þeim við viðkvæmum spurningum. Rannsakendur höfðu á hinn bóginn ekki fundið teljandi fyrirstöðu hjá forsjáraðilum og börnum. Fræðimenn á sviði menntarannsókna höfðu ekki mætt sömu hindrunum hliðvarða og rannsakendur í heilbrigðis- og félagsvísindum. Nýlegar niðurstöður ýmissa athugana sýna óyggjandi hæfni barna til þátttöku í rannsóknum og kallar það á aukna meðvitund um áhrif og hlutverk hliðvarða. Það gæti leitt til fleiri rannsókna um líf og aðstæður barna frá þeirra sjónarhorni.Children‘s participation in research is often controlled by key professionals and institutions involved with children. They have the role of enabling research and handling access applications. This may involve not recommending or censuring projects that do not meet required ethical standards. Gatekeepers also assess what ethical issues may be at stake and they have to consider protection needs and the rights of children who participate in research. This includes deciding when and whether it is appropriate or not for children to participate. Research involving children certainly raises several ethical questions, which need to be addressed by the researcher. The researcher needs to consider questions concerning how best to meet interests of children and participating institutions, including key professionals involved who are required to follow certain standards and have the role of ensuring the quality of research. This paper explores experiences of researchers that have gained formal access to institutions, which enabled them to involve children as active participants in research. It builds on a qualitative research involving focus group interviews with 8 professional researchers affiliated with the University of Iceland. The participants shared a background of having conducted research with children. The findings indicate that researchers had mixed experiences of dealing with gatekeeping institutions and professionals in those institutions. Barriers identified to access to children participants were unclear evaluations made by gatekeepers regarding their meaning of ´vulnerable´ research topics. Gatekeepers were found to hinder children´s participation on occasions, underpinned by their view of children as primarily vulnerable group rather than as individuals with diverse capabilities and needs which research may need to highlight. Participants commented that personal contacts with professionals often helped them to gain access to children participants. After access had been granted gatekeepers however kept on wanting to be informed about content of interviews, thus posing a risk for the researcher to breach issues of confidentiality and privacy, which however may also be a grey area when involving children in research. The issue of when it may be ethically sound to break confidentiality needs to be addressed and made more clear in guidelines in research involving children. Researchers that had conducted research in the field of education appeared to face less obstacles than those involved in research in the field of health and social care. There are indications that researchers in the field of educational research will however increasingly be required to get permission for each and every child. This may serve to ensure better ethical standards but may also limit possibilities for researchers to conduct research with children. The findings further indicate that researchers often have to wait long periods for professionals and institutions to respond to their request for permission and assistance to recruit children as participants. Such long waiting periods are costly and time consuming and may discourage researchers from doing research involving children. Views concerning homogeneity of children and as primarily vulnerable may weaken the validity of research. A view endorsing children as diverse and capable individuals is needed within institutions and from professionals representing them in order to ensure that research outcomes represent diverse views rather than a limited views of children´s lives. We conclude that it may be important to raise awareness amongst professionals and institutions working with children of their key role in facilitating children´s research. Institutions and services need be made aware of current trends in research where children are increasingly approached as capable individuals rather than as vulnerable. Such awareness raising may go a long way in increasing research on children´s life experiences and conditions which brings forward children´s own viewpoints. There is a need to clarify guidelines in research involving children and the role of gatekeeping institutions in the recruitment process. This includes making forms and applications for ethical approval more transparent and based on similar standards across institution involved with children. Researchers should not have to depend on personal relationships with individual professionals in order to gain access to children participants.Ritrýnd grei

„Voruð þið að tala um mig?“: um nemendavernd í grunnskólum

Markmiðið með rannsókninni sem hér er greint frá er að kanna starfsemi nemendaverndarráða í grunnskólum og hlutdeild nemenda í ákvörðunartöku í eigin málum í ráðunum. Tilgangurinn er að veita innsýn í störf ráðanna og draga lærdóm af niðurstöðum en einnig að vekja lesendur til umhugsunar um réttindastöðu grunnskólanemenda. Vaxandi skilningur er á mikilvægi þess að rödd barna fái hljómgrunn, að á þau sé hlustað og að þess sjáist merki við ákvörðunartöku í málum þar sem aðstæður þeirra og vandi eru til meðferðar. Nemendaverndarráð eru þverfagleg teymi sem eiga að starfa í grunnskólum landsins og þeim er ætlað að stuðla að velferð nemenda. Starfsemi þeirra hefur lítt verið rannsökuð og ekki hafa legið fyrir upplýsingar um þátttöku barna í meðferð mála sem tekin eru fyrir þar. Rafrænn spurningalisti var sendur til skólastjóra allra grunnskóla á Íslandi skóla- árið 2013–2014. Alls bárust svör frá 84 skólum og var svarhlutfall 50% á landsvísu. Niðurstöður benda til þess að nemendaverndarráð starfi í flestum grunnskólum og töldu þátttakendur þau almennt starfa með hagsmuni nemenda að leiðarljósi. Mál sem rata inn á borð nemendaverndarráða eiga það flest sameiginlegt að fjalla um málefni einstakra nemenda en hlutdeild nemenda í afgreiðslu mála sem þá snerta er takmörkuð. Þátttakendur töldu aldur og þroska nemenda og eðli mála helstu ástæður lítillar aðkomu nemendanna sjálfra. Meirihluta foreldra (86%) er tilkynnt að um mál barns þeirra sé fjallað í ráðunum en hlutfallslega fáum börnum er gert við- vart um það (17%). Niðurstöður benda til að tryggja þurfi betur hlutdeild nemenda í ákvörðunum um eigin málefni í nemendaverndarráðunum.The aim of the study reported here was to examine the practice of pupils’ welfare councils in compulsory schools, and participation of children in decision-making in their own educational affairs, which are seen holistically and include health and safety issues. The purpose was to provide insight into the practices of pupils’ welfare councils and to learn from the results as well as to increase awareness of rights of children. There is an increasing understanding of the importance of listening to children, for them be heard and engaged in decision making in their own affairs while planning and managing adequate responses and services. The UN Convention on the Rights of the Child, as well as laws and regulations regarding pupils´ welfare and the national curriculum´s fundamental pillars focus on democracy and human rights, were used as guidelines when conducting this study. In addition, the perspective of recent childhood studies, where children are looked upon as active and autonomous individuals, was also used as reference. Pupils’ welfare councils (hereafter PWCs) are multidisciplinary teams that are legally mandated to operate in compulsory schools in Iceland and are intended to promote and safeguard children’s and young people’s welfare in schooling. The role of PWCs is to coordinate and manage services for pupils in school health services, school counselling and inclusive education and to assist headmasters in managing plans regarding special assistance for individual pupils as well as promoting preventative measures. Involvement of children and young people in decision making in the PWCs is not statuted in the Compulsory School Act even though they are, according to the Children Act, entitled to express their opinions on all matters regarding them and fair consideration shall be given to their opinions in accordance to their age and maturity. The practice of the PWCs is under researched and no information can be found about the participation of pupils in affairs related to their individual case handling. Quantitative research methods were used in this study. During the school year 2013–2014 an electronic questionnaire was sent to all compulsory school principals in Iceland. There were responses from 84 schools, with a response rate of 50%. Results indicate that there are PWCs in place in most schools and participants felt that they generally operate in the best interests of students. Most issues that find their way into the PWCs have in common matters concerning individual children, but pupils’ involvement in decision making and handling of matters concerning themselves showed to be limited. The participants mentioned age, maturity of pupils and different nature of affairs as the main reasons for the infrequent involvement of children. Majority of parents (86%) are notified about the case handlings of their children’s affairs in the councils but only a small percentage of pupils are made aware of it (17%). In light of other studies of wishes, competence and the mandated rights of children these results indicate the need for more involvement of school children in decisions about their own affairs in pupil welfare councils. Lack of management guidelines concerning the case handlings was found in the participants´ answers when asked about the work of practices and also in the keeping of records and minutes. Results indicate that more emphasis should be on establishing such rules. This would enhance each council’s proceedings during their work. To promote success and effective development of pupil welfare councils it is important to have a thorough knowledge of current activities, and results of this study provide that needed overview

Child welfare and professionalization

This study deals with the qualities of professionalization of public child welfare. Its relationto general social policy is emphasized. The potentials of welfarism are explored as a part ofthe study of crisis of legitimacy and rationality prevalent in welfare systems.The special situation of child welfare in Iceland with a large variation in local socialservices forms an important background of the work. This is related to sociologicaltheorizing and a position taken turns against viewing professionalization as an accumulatingprocess of power as well as the opposite, the blindness of belief in extensive professionalismas a means for creation of "the good life". The line of "family-state-individual" is traced inrelation to the emergence of social work. Child welfare is found to be imprisoned bytradition, since the idea behind children's placement is not thoroughly explored. The issueof a noted technifying and expansive tendency of professional action in cases of child abuseand custodial disputes is treated. A biased treatment of the family is here called "the childwelfare trap". The search for qualities in what traditionally is identified as "bad parenting" infoster care is suggested to be a potential to transcend central dilemmas of the field.A documentation study of poor relief and the support of mothers in the capital of Iceland,Reykjavik of th e 1930's showed an early coexistence of administrative and client-centeredapproaches. In a survey of records on children's placements in the capital of Icela nd,Reykjavik, it was confirmed that this work in an organization with professional employeeswas predominantly bureaucratic and not child-centered, also other results were similar asfound in Nordic studies. In an interview study of two small towns a passivity was shown toprevail in a laymen dominated child welfare practice at the cost of c hildren's needs, whileschool and day care provided support for families. Three significant achievements emergingin interplay with professionalization of social child care, found valid for the Icelandic çase,are seen as having lead to an increased societal sensitivity to deal with human problems.This has created a new acknowledgement of children's right to well-being despite seriouspractical limitations. Due to coexistent conflicting professional practices, a relative absenceof reg ulation and modernizing of services occurring simultaneously with the revision ofwelfarism, a space of action is presumed to exist for shaping of an outline of new practices.Theoretically opposing views on professionalization act as a kind of negative dialectic, onecentered on reproduction of existing practice, the other by presenting a gloominess of anempty-handed doctrine. The analyses of societal changes and child welfare are seen asfrequently ignoring the search for potentials to hand over power to children, not only bygender-blinaness, but by an age-neutrality which excludes children. The "deepening ofwelfare state crisis" is presumed to constitute a required possibility of a new kind of selfreflectionamong professionals. It is suggested that qualitative aspects of commonlyaccepted societal dichotomies will be challenged by the revision of welfare systems and thatthis creates a potential of a reshaping of pr actices, including the support-control dilemmaof c hild welfare.digitalisering@um

Lífssaga ungs drengs

Viðfangsefnið í þessu verkefni er að varpa sýna á líf barns með alvarlega fötlun sem stundar nám við almennan grunnskóla. Verkefnið felur í sér greiningu á þeim lykilþáttum sem mótar umhverfi barna með fötlun í almenna skólakerfinu, lagalega og hugmyndafræðilega. Gert er grein fyrir þeirri hugmyndafræði sem lög og réttindi grunnskólabarna byggist á. Lykilþátttakandi í þessari lífssögurannsókn er ungur drengur með alvarlega fötlun. Aðferðum eigindlegra rannsóknaraðferðar var beitt og voru tekin hálfopni viðtöl við þátttakendur. Niðurstöður leiddu það í ljós að vera alvarlega fatlaður þarf ekki að vera nein hindrun svo að barn geti tekið þátt í daglegu skólastarfi. Það sem þarf er vilji og þekking því að það er mikil undirbúningur og skipulag sem fylgir því að vera með barn með alvarlega fötlun. Niðurstöður verkefnisins er að það er fagmennska og góða samvinna sem ræður úrslitum um árangur í námi barna með fötlun