51. årgang, 3 August 2014 – Jubilæumsnummer

1964 –  K.B. Madsen
Volf-rapporten

1966 –  Jesper Florander og Finn Rasborg
Uppsalaprøvens prognostiske værdi

1970 – Vagn Rabøl Hansen
Om intelligensbegrebet og anvendelse af intelligensprøver

1971 –  Bent Rieneck
Det samspilsramte barn

1971 –  Signe Engbæk
Forebyggende arbejde – skolelæge/skolepsykolog

1972 –  Birgit Kvolsbjærg
Læseretardering og adfærdsproblemer

1981 –  Mogens Hansen
Skolepsykologisk praksis i 1980’erne

1984 –  Henning W Nielsen
“Tid at undervise i” – Hvad ved vi om det?

2000 –  Freddy Sahl
PPR og konsultativ bistand på organisationsniveau

2003 –  Ole Bang-Larsen
Classroommanagement

2011 –  Bjarne Nielsen
Inklusion i skolen – en opgave for mange aktører

2011 –  Henning W Nielsen
PPR og den inkluderende skole

2014 –  Bjørn Hamre
Specialundervisningen – et dilemma mellem forvaltning af potentialitet og krav om inklusion

150,00 kr.

Varenummer PPT143 Kategori

Beskrivelse

Hamre, Bjørn (Lecturer at Aarhus University). Special needs education between
the ideal of inclusion and management of potentiality. Pædagogisk
Psykologisk Tidsskrift, 2014, Vol. 51, 3, 122-140. – According to The Danish School
reform of 2014 students has to be as talented as they can. I argue that these expectations
position the student in a demand for managing and realizing his potentiality
as a learning subject. When the school almost simultaneously is expected to be
inclusive, special needs gets the function of something preliminary that intends to
reposition the excluded students as desirable learning objects in the eye of the Competition
State. This preliminary function takes place through compensating technologies.
The five technologies are: teaching work as a guidance, caring of the student’s
emotions, appreciation of the student’s competences, structure as a method
and diagnosing. These technologies reflect how disciplines like psychology and psychiatry
involve various capacities to meet the Competition State’s expectations for
each student’s management of his potentiality as a learner.

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