Alexandrovitsch, Zenia Rebekka

Friis, Margrethe Grønvold

Olsen, Mette Buhr

Rump, Amalie Østerberg

This project has investigated the notion of ‘labelling’ of students as an attempt is made to include them. The motivation for this investigation has primarily emanated from the new Primary School Reform. The investigation was conducted using the method of participant observation of two school classes, one of which was a special education class, at late Primary School in Frederiksberg. Furthermore, a document analysis of the structures that frame inclusion at the school was conducted. This was done using an interactionist perspective. Analysis of the empirical data collected, was done through an understanding of Goffman’s theory of ‘stigma’ and Becker’s theory of ‘outsiders’. This project has concluded that inclusion in this context is a complex issue that resulted not only in the special education students being stigmatized but other students as well. Labelling was visible in various culminations namely academically-strong and academically-challenged stigma. It was shown that structures that constituted the school and notions of inclusion also added to stigmatization in the classes. Of the latter, differential-teaching, inclusiveness and the construction of the term ‘special education student’ are of particular note.This project has investigated the notion of ‘labelling’ of students as an attempt is made to include them. The motivation for this investigation has primarily emanated from the new Primary School Reform. The investigation was conducted using the method of participant observation of two school classes, one of which was a special education class, at late Primary School in Frederiksberg. Furthermore, a document analysis of the structures that frame inclusion at the school was conducted. This was done using an interactionist perspective. Analysis of the empirical data collected, was done through an understanding of Goffman’s theory of ‘stigma’ and Becker’s theory of ‘outsiders’. This project has concluded that inclusion in this context is a complex issue that resulted not only in the special education students being stigmatized but other students as well. Labelling was visible in various culminations namely academically-strong and academically-challenged stigma. It was shown that structures that constituted the school and notions of inclusion also added to stigmatization in the classes. Of the latter, differential-teaching, inclusiveness and the construction of the term ‘special education student’ are of particular note

Den inkluderende folkeskole - en interaktionistisk analyse

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Roskilde Universitet