Perspektiver på inklusion

Elevperspektiver på inklusion - Fra specialskole til almenskole
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English summary
A Student Perspective on Inclusion
Taking the student’s perspective on inclusion and applying concepts from
Bourdieu, this article analyses and discusses whether it is possible for students
entering the Danish ‘Folkeskole’ (Danish municipal primary and lower secondary
school) with a “special needs school habitus” to acquire the necessary capital to
consider themselves included in the school. The article is based on a qualitative
study in which nine students, aged between eleven and fifteen, have been moved
from special needs schools into the ‘Folkeskole’, and are observed in the new
classroom and interviewed several times.
The study indicates that the students find it difficult to bond with their new
classmates and become part of the classroom community in the new environment
of the ‘Folkeskole’. It is also difficult for them to work in groups because they lack
both academic and social capital.
The process of inclusion is further complicated by these students not knowing
“the rules of the game” in the ’Folkeskole’. The article demonstrates that moving