Browsing by Subject "inklusion"

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  • Bergström, Myrna Sofia Regina (2007)
    På uppdrag av Autism- och Aspergerförbundet har jag undersökt ett projekt som försiggår på en ungdomsgård. Projektet är ett samarbete mellan en eftermiddagsverksamhet för ungdomar med autism och en ungdomsgård. Huvudsyftet med projektet är att ungdomarna med autism, som i det här fallet alla är pojkar, skall få fungera med andra unga människor. Normaliseringsprincipen handlar om att personer med utvecklingsstörning och funktionshinder skall få uppleva vardagsvillkor och levnadsmönster som ligger så nära det normala som möjligt. I avhandlingen diskuterar jag Bengt Nirjes syn på normaliseringsprincipen samt frågor kring normalitet. Även begreppen integration, inklusion och segregation diskuteras. Till socalarbetets grunduppgifter hör att minska på social utstötning och diskriminering, vilket man gör med att skydda svaga människor och utveckla system som hjälper människor att utnyttja sina egna resurser. Med projektet på ungdomsgården vill man utveckla de autistiska pojkarnas sociala färdigheter samt färdigheter i att behärska fritiden. Jag har i min pro-gradu avhandling haft denna verksamhet som material i min undersökning. Genom att skapa mig en helhetsbild av projektet har jag forskat i hur inkluderingen av pojkarna med autism fungerar på ungdomsgården. För att skapa mig en helhetsbild har jag gjort en fallstudie, i vilken det ingått deltagande observation, intervjuer med föräldrar samt intervjuer med dem som jobbar på eftermiddagsklubben. På grund av svårigheter i att hitta forskning kring inklusion av personer md autism har jag även använt mig av inklusionsforskning gällande utvecklingsstörda och funktionshindrade. Jag har mest hänvisat till nordisk inklusionsforskning, bl.a. en longitudinell undersökning av Tullie Rabe och Anders Hill samt Borggunn Ytterhus forskning kring barns sociala resurser. De autistiska pojkarna var väldigt olika varandra. Därför var utgångsläget med tanke på inklusion olika för envar. Alla pojkar trivdes dock på ungdomsgården och med att få vara med andra unga människor. Många av pojkarna sökte sig till de andra människorna trots att de nödvändigtvis inte kunde kommunicera med dem och de påverkades av stämningen på ungdomsgården. På ungdomsgården var det mera fråga om fysisk inklusion medan social inklusion endast skedde i enstaka fall.
  • Sirelius, Lia (Helsingin yliopisto, 2021)
    Purpose. Equality is seen as the value that is the basis for inclusive school. Inclusive school can be seen as meaning each individual student's participation in their own local school community regardless of any challenges. More and more schools are working towards the goal of creating a common school for all students and thus inclusion is a current theme. The aim of this study was to get an idea of teachers' attitudes and possible prejudices towards inclusion which in themselves may have an inhibiting effect on the development work related to inclusive procedures by answering the research questions: "What kind of perceptions, values and possible prejudices does teachers express regarding inclusion?", "What challenges does inclusion entail in teachers' work?" and "What are the positive aspects of inclusion for students and teachers?" Theory and methods. For this quantitative research data was collected by using the Teacher's Attitude to Inclusion Scale (TAIS). TAIS includes questions and statements that are answered on a liking scale. The measuring instrument's 30 statements have been categorized according to the themes "Expected outcomes", "Workload", "Inclusion as a value" and "Children's rights". The analysis method is descriptive statistical. Reliability, variations and correlations have been examined in IBM SSPS version 26. Results and conclusions. The results show that teachers perceive inclusion as demanding. Both negative attitudes and prejudices towards inclusion emerge, which itself can complicate the development of inclusive procedures at school level. Nevertheless, teachers express that inclusion of students with special educational needs in general education groups has a promoting effect on both understanding and acceptance of differences in the group's other students.
  • Goater, Georgina (2019)
    This thesis is the written component of artistic-pedagogical event Patella-floating bone that was created in collaboration with Theatre Pedagogy peer Elina Sarno, and performed over a four-night season in the Spring of 2018 at the Theatre Academy of Helsinki. My research is an enquiry into the relational in-between spaces of a diverse artistic working group with dance and theatre practices as the frame for sensory exploration and making. Disability and difference as diverse embodied perceptions come to interrelate in a co-creative, process-oriented and practice-based mode of making, within a landscape of nonhuman material things as equal agents in opening other relational spaces and embodiments to sense with. The research examines the phenomena in and of the process, how artistic practice and the ecology of interdependence emerge, interweave and inform creative art pedagogy in action. The work studies the performative experience of practice and audience experiences within a cohabited immersive setting. The main question that mobilised this research is: how does interrelational sensing occur between divers embodied perceptions and mobilise processes of art making and learning? The work suggests that through artistic practice which privileges embodied sensory exploration in the context of diversity and the call of materiality, the in-between spaces become foregrounded as fields of events unfolding, arising phenomena and knowledge-making. The group’s diversity of embodied perceptual differences informs and develops artistic enquiry through engaging in practice, co-creation and performance, harnessing pedagogical value in the very seeds of process. The group ecology of the shared in-between spaces becomes the generator for these relational experiences in the making. The research in the thesis engages philosophical and artistic theories with particular reference to Erin Manning’s understanding of agencement, and to disability discourse in dance by Ann Cooper Albright, to reflect and critique broader societal frames of dominant structures. Dialogical pedagogy theories and self-reflective research, as pedagogue and facilitator of emerging unknowns within the group ecology, move through a phenomenological landscape of knowledge-making processes. The performance outcome becomes a motor of playful exploration, yet in itself not an outcome but a practice in process within a cohabited shared space, in which audience are invited to participate through sensory perceptual ways to the in-betweenness of the diverse group embodiment, dissolving nonhuman / human dichotomies along with ableist dichotomies. I intend a mode of facilitation that opens to collaboration, that surrenders the pedagogy to a group artistic agent and to an immanent directionality in art, while honouring the role.