“Jeg tror, at de lissom blev sendt ind i et rum”

– Børns fortællinger om inklusionsindsatser i skolen

Resumé

[DK]

I denne artikel undersøger vi, med udgangspunkt i fire fokusgruppeinterviews med børn fra skoler i fire kommuner i Syddanmark, hvilke fortællinger børn konstruerer om skolens hverdag. Artiklen bidrager til forskningsfeltet med børns narrativer om skolens inklusionsindsatser. Gennem tematisk analyse identificeres tre hovedtemaer: 1) børns oplevede virkelighed, 2) børns meningsdannelse i mødet med inklusionsindsatser og 3) børn som medskabere af inkluderende praksis. På baggrund af de analytiske fund kan det konkluderes, at børnene har viden om og holdninger til både inkluderende tiltag i skolen, til udfordringer, dilemmaer og styrker i skolen og til, hvordan meningsfulde samarbejder mellem børn og voksne ser ud i skolen. På flere områder står børnenes narrativer som modfortællinger til gældende fortællinger om inklusion på skoleområdet. Det kan derfor kvalificere skolen at inddrage børns perspektiver både i skole, læreruddannelse, efter- og videreuddannelse og forskning.

[UK]

This article examines, based on four focus group interviews with children from schools in four municipalities in Southern Denmark, the narratives children construct about everyday school life. It contributes to the field by presenting children’s perspectives on inclusive practices. Through thematic analysis, three main themes are identified: children’s lived experiences, their meaning-making in relation to inclusion initiatives, and their counter-narratives as co-constructors of inclusive practices. The findings show that children hold informed views on inclusive measures – how these are experienced, the challenges and dilemmas they entail, and what works well. The children also offer perspectives on what meaningful collaboration between pupils, teachers, and parents might look like in everyday school life. In several respects, their narratives challenge dominant discourses on school inclusion. The study highlights the importance of integrating children’s perspectives into school practice, teacher education, and educational research to enhance inclusive approaches and support meaningful participation for all pupils.