Andersen, Mathilde Korning

Ciftci, Rana Seval

Göverçile, Büsra

Nielsen, Amalie Skriver

Øzcan, Aysin

Dette projekt vil undersøge hvorvidt lærerne og pædagogerne har taget imod inklusionsloven, og hvilke udfordringer de har haft i forbindelse med inklusion af ADHD elever i folkeskolen. For at besvare dette, bliver ADHD elever samt inklusionen beskrevet gennem udvalgte teoretikere. Herunder inddrage teoretikere som Axel Honneth, Erwin Goffman. Udover de nævnte teoretikere gøres også brug af Bent Madsen til at definere begrebet inklusion og eksklusion. Yderligere vil projektet undersøge hvad lærernes og pædagogernes holdning er til inklusionen og hvad de menerder skal til for at opnå en vellykket inklusion. Der vil i projektet tages udgangspunkt i en dybdegående analyse af vores interviews udført af forskellige lærer og pædagoger. Disse interviews er undersøgt ud fra den kvalitative metode, med henblik på at undersøge forskellige elementer om ADHD og Inklusion fra lærernes og pædagogernes synsvinkel. Projektet konkluderer, at flere af lærerne og pædagogerne ikke mener, at inklusionen går den rigtige vej på deres skole, men at selve inklusionen i sig selv er en god tanke. Lærerne og pædagogerne nævner, at de ikke har tiltrækkelig ressourcer til at kunne inkludere ADHD-diagnosticerede elever samt at ADHD-diagnosticerede elever hurtigt kan eksluderes i stedet for at ”rummes”.The purpose of this report is to examine how educators have adapted to the inclusion law and the occurring challenges related to the inclusion of ADHD pupils in public school. To examine this, ADHD pupils and the ”inclusion” will be described and defined through chosen theorists such as Axel Honneth and Erwin Goffman. In addition, the theorist Bent Madsen will be utilized in this report to define the terms inclusion and exclusion. Moreover, the project will research the perspective of the educators regarding the ”inclusion” and what they believe is sought after for a well-achieved inclusion. The report takes an outset of a profound analysis of interviews performed by diverse educators. Furthermore, these interviews are examined from a qualitative procedure in terms of investigating the varying elements of ADHD and the inclusion from the educators aspect. The conclusion of this report is that a myriad of educators believe that the inclusion is not being handled as expected, however, they acknowledge the idea of the inclusion. The educators proclaim that they were bound by insufficient resources to include ADHD-diagnosed pupils as well as ADHD-pupils were swiftly excluded instead of being included

Inclusion of ADHD pupils in public school

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Roskilde Universitet