Alle bÃ¸rn har ret til inklusion - Folkeskolen

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Lærerprofession.dk – et site om lærerpraksis og professionsudvikling folkeskolen.dk 2012Linda ToftBachelor i specialpædagogik UCL270104 Alle børn har ret til inklusion 2011IndholdIndledning .......................................................................................................................................................... 4Problemstillende case .................................................................................................................................... 5Egne observationer fra undervisningen ......................................................................................................... 5Problemformulering .......................................................................................................................................... 5Metodevalg ........................................................................................................................................................ 6Inklusion ............................................................................................................................................................ 7Forskelligheden skal ses som en styrke ......................................................................................................... 7Hårfin balance mellem inklusion og eksklusion ............................................................................................ 7En dynamisk og vedvarende proces .............................................................................................................. 8Et patologisk, organisatorisk og relationelt perspektiv på elever med særlige behov ....................................... 8Lærerens tilgang og forståelse ......................................................................................................................... 10Bag enhver udfordrende adfærd er der manglende kompetencer ................................................................ 10Se mig, vis mig, lad mig og udfordre mig ................................................................................................... 11Opsummering .................................................................................................................................................. 13Lærerens kompetencer ..................................................................................................................................... 14Lærerens relationskompetence .................................................................................................................... 14ICDP – lærerens værktøj til reparation af relationen ................................................................................... 15Det handler om konsekvens… ..................................................................................................................... 16Lederstilens betydning ................................................................................................................................. 17Ledelsesstil og den dobbelte dannelsesopgave ................................................................................................ 18Pia skal også have retten til at udvikle handlekompetencer ........................................................................ 19Evnen til at kunne navigere i fællesskabet .................................................................................................. 20”Evne spotteren” .......................................................................................................................................... 21Det er aldrig for sent at få en ny fortælling ................................................................................................. 21Et blik med de fordomsfulde briller ............................................................................................................ 22Sammenhængen mellem teori og praksis ........................................................................................................ 23Opsummering .................................................................................................................................................. 24Inkluderende undervisning .............................................................................................................................. 24Et bredt didaktisk perspektiv. ...................................................................................................................... 24Didaktisk refleksion ......................................................................................................................................... 25Tetlers tre udfordringer ................................................................................................................................ 25Praktikskolens værdier og holdninger? ........................................................................................................... 26Side 2 af 41
Lærerprofession.dk – et site om lærerpraksis og professionsudvikling folkeskolen.dk 2012Linda ToftBachelor i specialpædagogik UCL270104 Alle børn har ret til inklusion 2011Hvordan kan skolen blive mere inkluderende? ............................................................................................... 28Opsummering .................................................................................................................................................. 30Hvorfor er det så svært? .................................................................................................................................. 30Inklusionsperspektivet i et krydspres .......................................................................................................... 30Diskussion ....................................................................................................................................................... 33Kan LP-modellen virke som inklusionsredskab? ........................................................................................ 33Samarbejdsbaseret problemløsning (SBP) og LP-modellen ............................................................................ 34Vurdering ..................................................................................................................................................... 35Konklusion ...................................................................................................................................................... 36Litteraturliste ................................................................................................................................................... 39Artikler og kapitler ...................................................................................................................................... 39Internet ......................................................................................................................................................... 41Side 3 af 41
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Alle bÃ¸rn har ret til inklusion - Folkeskolen

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