L\u00e6kna, laga og b\u00e6ta - Salamancahugsj\u00f3nin, einstaklingshyggja og sj\u00fakd\u00f3msv\u00e6\u00f0ing: Nemendur sem vi\u00f0fangsefni greiningar \u00e1 s\u00e9r\u00fe\u00f6rfum *
N\u00fdlega birti t\u00edmariti\u00f0 Newsweek vi\u00f0tal vi\u00f0 Hank Ketcham, h\u00f6fund teiknimynda-hetjunnar Denna d\u00e6malausa. \u00cd vi\u00f0talinu bendir bla\u00f0i\u00f0 Ketcham \u00e1 a\u00f0 \u00ed dag s\u00e9 til \u00farlausn \u00e1 \u201evandam\u00e1li\u201c Denna; s\u00fa lausn s\u00e9 k\u00f6llu\u00f0 rital\u00edn. Ketcham br\u00e1st \u00f3kv\u00e6\u00f0a vi\u00f0 \u00feessu og kva\u00f0 b\u00e6\u00f0i Denna og hr. Wilson eiga a\u00f0 vera eins og hann skapa\u00f0i \u00fe\u00e1 (Newsweek, 2001). Denna kynntist \u00e9g \u00ed T\u00edmanum \u00e1 uppvaxtar\u00e1rum m\u00ednum og aldrei kom hann m\u00e9r fyrir sj\u00f3nir \u00f6\u00f0ruv\u00edsi en sem skemmtilegur prakkari. Samskipti hans vi\u00f0 Wilsonhj\u00f3nin voru til marks um mannlega hl\u00fdju \u00fev\u00ed a\u00f0 \u00fer\u00e1tt fyrir allt sem Denni ger\u00f0i \u201eaf s\u00e9r\u201c, \u00fe\u00e1 r\u00e6ttist best \u00far atbur\u00f0unum \u00feegar komi\u00f0 var fram vi\u00f0 hann af vir\u00f0ingu. Vissulega var sagan um Denna einnig heimild um bandar\u00edskt \u00fathverfa\u00acl\u00edf \u2014 en aldrei hugkv\u00e6mdist m\u00e9r a\u00f0 eitthva\u00f0 v\u00e6ri \u201ea\u00f0\u201c honum anna\u00f0 en upp\u00e1t\u00e6kja\u00acsemi og kannski \u00f6rl\u00edtil \u00f3\u00fe\u00e6g\u00f0.
Vi\u00f0tali\u00f0 \u00ed Newsweek minnir \u00e1 veruleika sem blasir vi\u00f0 \u00ed sk\u00f3lam\u00e1lum \u00ed dag: B\u00f6rn eru dregin \u00ed dilka me\u00f0 n\u00fat\u00edmalegum a\u00f0fer\u00f0um kl\u00edn\u00edskrar greiningar og s\u00ed\u00f0an fundin \u201e\u00farlausn\u201c e\u00f0a me\u00f0fer\u00f0 til a\u00f0 \u00fatr\u00fdma e\u00f0a a\u00f0 minnsta kosti draga eins og kostur er \u00far \u201e\u00f6\u00f0ruv\u00edsileika\u201c einstaklinga, enda kostna\u00f0arsamt ef \u00e1 a\u00f0 uppfylla laga\u00e1kv\u00e6\u00f0i um a\u00f0 hver og einn skuli f\u00e1 kennslu og uppeldi vi\u00f0 h\u00e6fi og \u00e1 forsendum s\u00e9rst\u00f6\u00f0u sinnar.
\u00cd \u00feessari grein fjalla \u00e9g einkum um \u00fe\u00e1 hugmynd a\u00f0 unnt s\u00e9 a\u00f0 skima, greina og m\u00e6la eiginleika einstaklinga, svo sem lestrar\u00acgetu, lestrarerfi\u00f0leika, athygli, f\u00f6tlun og anna\u00f0 er tengist getu barna, og n\u00fdta \u00fe\u00e1 greiningu \u00ed sk\u00f3lastarfi. \u00c9g spyr me\u00f0al annarrs hvort markmi\u00f0 stj\u00f3rnvalda s\u00e9 a\u00f0 \u201el\u00e6kna\u201c \u00fe\u00e1 einstaklinga sem eru \u201e\u00f6\u00f0ruv\u00edsi\u201c og hvort au\u00f0veldara s\u00e9 a\u00f0 skima, greina og m\u00e6la fatla\u00f0a heldur en n\u00fdb\u00faa e\u00f0a a\u00f0ra sem hafa \u00f3l\u00edkar menningarlegar \u00fearfir. Fyrst fjalla \u00e9g um \u00ferj\u00e1 hugmyndastrauma (or\u00f0r\u00e6\u00f0u-hef\u00f0ir) \u00ed stefnu stj\u00f3rnvalda, \u00fea\u00f0 er einstaklings- og samkeppnishyggju, sk\u00f3la \u00e1n a\u00f0greiningar [1] og kl\u00edn\u00edskar a\u00f0fer\u00f0ir vi\u00f0 skimun, greiningu og m\u00e6lingar. N\u00e6st r\u00e6\u00f0i \u00e9g samverkan \u00feessara hugmyndastrauma sem \u00e1 \u00fe\u00e1tt \u00ed \u00fev\u00ed a\u00f0 b\u00faa til fyrirbrig\u00f0i\u00f0 nemanda sem vi\u00f0fangsefni greiningar \u00e1 s\u00e9r\u00fe\u00f6rfum. A\u00f0 lokum reifa \u00e9g \u00feann vanda sem \u00e1 h\u00f6ndum er vegna \u00feeirrar s\u00fdnar \u00e1 b\u00f6rn sem felst \u00ed \u00fev\u00ed a\u00f0 horfa \u00e1 nemendur me\u00f0 \u00fev\u00edl\u00edkum h\u00e6tti. Hann birtist til d\u00e6mis \u00ed \u00e1herslu \u00e1 kl\u00edn\u00edskar a\u00f0fer\u00f0ir fremur en uppeldislegar, hann birtist \u00ed sj\u00fakd\u00f3msv\u00e6\u00f0ingu einstaklings\u201evanda\u201c og hann birtist \u00ed a\u00f0 for\u00f0ast a\u00f0 horfast \u00ed augu vi\u00f0 og reyna a\u00f0 skilja f\u00e9lagslegar a\u00f0st\u00e6\u00f0ur og menningarlega fj\u00f6lbreytni \u00edslensks n\u00fat\u00edmasamf\u00e9lags.
Sterkir og sj\u00e1lfst\u00e6\u00f0ir einstaklingar\u2026
\u00cd stefnuplaggi r\u00edkisstj\u00f3rnarinnar, Enn betri sk\u00f3li, er \u00fat kom \u00ed febr\u00faar 1998 sem plagg sent almenningi og \u00ed apr\u00edl 1998 sem plagg sent sk\u00f3laf\u00f3lki, eru sett fram sj\u00f6 atri\u00f0i sem einkenna helstu breytingar me\u00f0 n\u00fdrri sk\u00f3lastefnu. \u00deessi atri\u00f0i eru Sj\u00e1lfst\u00e6\u00f0ir nemendur, Sterkari einstaklingar, Traustur grunnur (einkum \u00ed \u00edslensku og st\u00e6r\u00f0fr\u00e6\u00f0i), Tungum\u00e1la\u00feekking \u00e1 heimsm\u00e6likvar\u00f0a, S\u00e9r\u00fearfir nem\u00acenda metnar me\u00f0 \u00f6flugri greiningu, Meira n\u00e1m \u00e1 skemmri t\u00edma og Uppl\u00fdsinga\u00act\u00e6kni\u2013verkf\u00e6ri \u00ed \u00f6llum n\u00e1msgreinum.
\u00cd \u00feessum atri\u00f0um m\u00e1 sj\u00e1 \u00feunga \u00e1herslu lag\u00f0a \u00e1 einstaklinginn: Sterkir og sj\u00e1lf\u00acst\u00e6\u00f0ir einstaklingar sem l\u00e6ra meira \u00e1 skemmri t\u00edma. Marka\u00f0shyggjan og al\u00fej\u00f3\u00f0a\u00acv\u00e6\u00f0ingin sk\u00edna h\u00e9r \u00ed gegn: Sterkir einstaklingar sem l\u00e6ra sj\u00e1lfst\u00e6tt, eru kl\u00e1rir \u00ed uppl\u00fdsingat\u00e6kni og l\u00e6ra erlend tungum\u00e1l og a\u00f0rar n\u00e1msgreinar hratt. \u00deessum nemendum, me\u00f0 sinn trausta grunn \u00ed \u00edslensku og st\u00e6r\u00f0fr\u00e6\u00f0i er \u00e6tla\u00f0 a\u00f0 ver\u00f0a s\u00e9rlega vel b\u00fanir undir samkeppni, hvort heldur samkeppni s\u00edn \u00e1 milli e\u00f0a samkeppni \u00cdslands vi\u00f0 \u00f6nnur l\u00f6nd.
Einstaklingshyggja \u00ed sk\u00f3lastarfi er ekki n\u00fd en \u00fea\u00f0 sem er n\u00fdtt \u00ed stefnu\u00acnni n\u00fa er samt l\u00edklega tvennt: Aukin \u00e1hersla \u00e1 n\u00e1msr\u00e1\u00f0gj\u00f6f, l\u00edfsleikni og listir sem atri\u00f0i til a\u00f0 styrkja einstaklinginn og l\u00edtil \u00e1hersla \u00e1 samstarf, samvinnu og n\u00e1m \u00ed l\u00fd\u00f0r\u00e6\u00f0islegum vinnubr\u00f6g\u00f0um. Vissulega er gert r\u00e1\u00f0 fyrir \u00fev\u00ed \u00ed grunnsk\u00f3la\u00acl\u00f6gum og \u00ed m\u00f6rgum hinna greinabundnu n\u00e1mskr\u00e1a a\u00f0 h\u00f3pvinnubr\u00f6g\u00f0 s\u00e9u notu\u00f0, b\u00e6\u00f0i sem n\u00e1msa\u00f0fer\u00f0 en einnig vegna gildis \u00feeirra fyrir n\u00fat\u00edmasamf\u00e9lag. En \u00feau eru ekki \u00e1herslupunktur \u00ed \u00feessum sj\u00f6 atri\u00f0um. Einstaklingshyggja sk\u00f3lastefnu r\u00edkisstj\u00f3rnar\u00acinnar er \u00fev\u00ed ekki eing\u00f6ngu einstaklingshyggja, heldur einstaklings- og samkeppnishyggja.
Sk\u00f3li \u00e1n a\u00f0greiningar
R\u00edkisstj\u00f3rnin hefur l\u00edka stefnu um a\u00f0 koma \u00e1 sk\u00f3la fyrir alla \u00e1n a\u00f0greiningar. \u00deessi stefna er raunar m\u00f6rku\u00f0 \u00ed l\u00f6gum fr\u00e1 Al\u00feingi um leik-, grunn- og framhaldssk\u00f3la svo og \u00ed l\u00f6gum um m\u00e1lefni fatla\u00f0ra og h\u00fan kemur l\u00edka nokku\u00f0 sk\u00fdrt fram \u00ed Enn betri sk\u00f3la. En til a\u00f0 forvitnast betur um m\u00e1li\u00f0 sendi \u00e9g menntam\u00e1lar\u00e1\u00f0uneytinu fyrirspurn \u00ed t\u00f6lvup\u00f3sti \u00feann 14. ma\u00ed sl. (2001) og spur\u00f0ist fyrir um hver v\u00e6ru tv\u00f6 til fj\u00f6gur mikilv\u00e6gustu stefnuskj\u00f6l r\u00e1\u00f0uneytisins \u201evar\u00f0andi menntun fatla\u00f0ra barna (inclusionstefna)\u201c. R\u00e1\u00f0uneyti\u00f0 br\u00e1st skj\u00f3tt vi\u00f0 og daginn eftir barst m\u00e9r svar (menntam\u00e1lar\u00e1\u00f0uneyti\u00f0, 2001a) \u00fear sem nefndir voru tilteknir kaflar \u00ed l\u00f6gum um sk\u00f3la, Salamanca-yfirl\u00fdsingin (1995) og tv\u00f6 r\u00e1\u00f0stefnurit (R\u00e1\u00f0stefna menntam\u00e1la-r\u00e1\u00f0uneytisins 1996 og En skole for alle \u00ed Norden 1999). Auk \u00feess nefndi r\u00e1\u00f0uneyti\u00f0 Sk\u00fdrslu Sameinu\u00f0u \u00fej\u00f3\u00f0anna um jafna \u00fe\u00e1ttt\u00f6ku fatla\u00f0ra (1995).
M\u00e9r s\u00fdnist a\u00f0 \u00ed Salamanca-yfirl\u00fdsingunni s\u00e9u helstu grundvallaratri\u00f0i stefnunnar sem leitast er vi\u00f0 a\u00f0 fara eftir h\u00e9r \u00e1 landi. Heiti\u00f0 kemur til af \u00fev\u00ed a\u00f0 \u00ed j\u00fan\u00ed 1994 gekkst UNESCO fyrir al\u00fej\u00f3\u00f0legri r\u00e1\u00f0stefnu um menntun barna me\u00f0 s\u00e9r\u00fearfir (World Conference on Special Needs Education: Access and Quality). \u00dear komu saman yfir 300 manns sem voru fulltr\u00faar 92 r\u00edkisstj\u00f3rna og 25 al\u00fej\u00f3\u00f0asamtaka. Markmi\u00f0 r\u00e1\u00f0stefnunnar og andi voru a\u00f0 efla menntun fyrir alla me\u00f0 sk\u00f3la \u00e1n a\u00f0greiningar. R\u00e1\u00f0stefnan var haldin vegna \u00feess a\u00f0 \u00fea\u00f0 \u00fe\u00f3tti vera vaxandi samsta\u00f0a um a\u00f0 b\u00f6rn og unglingar me\u00f0 uppeldis- og menntunarlegar s\u00e9r\u00fearfir \u201eeigi a\u00f0 mennta \u00e1n a\u00f0greiningar fr\u00e1 \u00feeirri sk\u00f3lag\u00f6ngu sem meirihluta barna er b\u00fain\u201c (Salamanca-yfirl\u00fdsingin, 1995, bls. 16). Tali\u00f0 er a\u00f0 sl\u00edkur sk\u00f3li veiti b\u00f6rnum ekki bara g\u00f3\u00f0a menntun, heldur vinni hann gegn hugarfari mismununar, geri \u00f6ll b\u00f6rn velkomin \u00ed umhverfi s\u00ednu og stu\u00f0li a\u00f0 vexti \u00fej\u00f3\u00f0f\u00e9lags \u00e1n a\u00f0greiningar. \u00cd raun samanstendur Salamanca-yfirl\u00fdsingin af tveimur pl\u00f6ggum. Yfirl\u00fdsingin sj\u00e1lf er a\u00f0eins fimm bla\u00f0s\u00ed\u00f0ur \u00ed \u00edslensku \u00fatg\u00e1funni en ramma\u00e1\u00e6tlun um a\u00f0ger\u00f0ir vegna nemenda me\u00f0 s\u00e9r\u00fearfir er t\u00e6par 30 bla\u00f0s\u00ed\u00f0ur.
\u00cd sem allra stystu m\u00e1li m\u00e1 draga \u00fe\u00e1 stefnu, sem l\u00fdst er \u00ed Salamanca-yfirl\u00fdsingunni og \u00edslensk stj\u00f3rnv\u00f6ld a\u00f0hyllast, saman \u00e1 \u00feann h\u00e1tt a\u00f0 hvers konar r\u00e9ttindi sem flokkast undir mannr\u00e9ttindi skuli ekki takm\u00f6rku\u00f0 vi\u00f0 \u00f3fatla\u00f0a og a\u00f0 sk\u00f3lar skuli taka fullan \u00fe\u00e1tt \u00ed a\u00f0 r\u00edfa ni\u00f0ur m\u00fara milli fatla\u00f0ra og \u00f3fatla\u00f0ra einstaklinga. Sk\u00f3li \u00e1n a\u00f0greiningar er \u201et\u00e6ki\u201c til \u00feess arna og t\u00e6ki\u00f0 \u00fea\u00f0 hafa \u00edslensk stj\u00f3rnv\u00f6ld sett s\u00e9r a\u00f0 koma \u00e1. S\u00fa stefna byggist \u00e1 \u00fev\u00ed sem \u00e9g leyfi m\u00e9r a\u00f0 nefna Salamancahugsj\u00f3nina og h\u00fan er einn af hornsteinum \u00edslenskrar sk\u00f3lastefnu. \u00cd \u00f6llum sk\u00fdrslunum og \u00e1 \u00f6\u00f0rum r\u00e1\u00f0stefnum sem r\u00e1\u00f0uneyti\u00f0 v\u00edsa\u00f0i \u00e1 er svo sama grunnstefi\u00f0 endurteki\u00f0: sk\u00f3li \u00e1n a\u00f0greiningar \u00fear sem f\u00f6tlu\u00f0um eiga a\u00f0 vera trygg\u00f0 s\u00f6mu e\u00f0a sams konar r\u00e9ttindi og \u00f3f\u00f6tlu\u00f0um skal vera s\u00fa meginregla sem fari\u00f0 er eftir. Og megina\u00f0fer\u00f0in vi\u00f0 a\u00f0 koma honum \u00e1 felst \u00ed uppeldislegu (pedag\u00f3g\u00edsku) skipulagi sk\u00f3lastarfsins sem tekur mi\u00f0 af \u00fe\u00f6rfum allra nemenda. Falleg hugsj\u00f3n, ekki satt?
Greining \u00e1 s\u00e9r\u00fe\u00f6rfum: kl\u00edn\u00edskar a\u00f0fer\u00f0ir
Fimmta atri\u00f0i\u00f0 \u00ed stefnumi\u00f0unum \u00ed Enn betri sk\u00f3la er mat \u00e1 s\u00e9r\u00fe\u00f6rfum nemenda me\u00f0 \u00f6flugri greiningu. [2] \u00deetta atri\u00f0i hefur nokkra s\u00e9rst\u00f6\u00f0u \u00ed \u00feessum flokki sj\u00f6 stefnumi\u00f0a. \u00dear er teki\u00f0 fram: \u201eforeldrum allra sex \u00e1ra barna ver\u00f0ur bo\u00f0i\u00f0 a\u00f0 l\u00e1ta \u00feau taka lesblindupr\u00f3f. Tilgangurinn er a\u00f0 meta l\u00edkur \u00e1 n\u00e1ms\u00f6r\u00f0ugleikum nemenda \u00feegar \u00ed upphafi sk\u00f3lag\u00f6ngu\u2026\u201c Samkv\u00e6mt uppl\u00fdsingum r\u00e1\u00f0uneytisins [3] er komi\u00f0 mj\u00f6g vel \u00e1 veg me\u00f0 \u00fea\u00f0 a\u00f0 \u00feetta komist \u00ed framkv\u00e6md me\u00f0 skimunarpr\u00f3fi sem stendur til bo\u00f0a vel flestum b\u00f6rnum \u00e1 aldrinum sex til sj\u00f6 \u00e1ra \u00ed landinu, enda lj\u00f3st af \u00f3tal bl\u00f6\u00f0um, b\u00e6klingum og r\u00e1\u00f0stefnum (sj\u00e1 til d\u00e6mis Menntun og menning fyrir alla, 2000, M\u00e1l\u00feing um lesskimun og lestrar\u00f6r\u00f0ugleika, 2000) a\u00f0 \u00fea\u00f0 st\u00f3\u00f0 aldrei til a\u00f0 \u00feetta yr\u00f0i innant\u00f3mt lofor\u00f0. Enn er alltof snemmt a\u00f0 sp\u00e1 neinu um hvort \u00feessi skimun muni n\u00e1 \u00feeim til\u00e6tla\u00f0a \u00e1rangri a\u00f0 f\u00e6kka til framb\u00fa\u00f0ar \u00feeim sem eiga \u00ed erfi\u00f0leikum me\u00f0 lestur e\u00f0a hvort einhverjar a\u00f0rar aflei\u00f0ingar ver\u00f0i, til d\u00e6mis. vanr\u00e6ksla \u00e1 einhverjum \u00f6\u00f0rum \u00fe\u00e1ttum sk\u00f3lastarfsins sem vissulega dr\u00e6gi \u00far \u00fev\u00ed gildi sem skimunarpr\u00f3fi\u00f0 kann a\u00f0 hafa. Fyrirhuga\u00f0 er af h\u00e1lfu r\u00e1\u00f0uneytisins a\u00f0 leggja mat \u00e1 verkefni\u00f0 eftir eitt til tv\u00f6 \u00e1r (menntam\u00e1lar\u00e1\u00f0uneyti\u00f0, 2001b).
A\u00f0 undanf\u00f6rnu hafa veri\u00f0 til umr\u00e6\u00f0u \u00ed fj\u00f6lmi\u00f0lum og me\u00f0al fagf\u00f3lks fyrirbrig\u00f0in snemm\u00f3msko\u00f0un og hnakka\u00feykktarm\u00e6ling \u00e1 f\u00f3strum \u00ed m\u00f3\u00f0urkvi\u00f0i, me\u00f0al annars til a\u00f0 unnt s\u00e9 a\u00f0 finna \u00e1 tilt\u00f6lulega \u00f6ruggan h\u00e1tt hvort eitthva\u00f0 s\u00e9 \u201ea\u00f0\u201c \u00feeim. Me\u00f0al \u00feess sem hefur veri\u00f0 minnst \u00e1 a\u00f0 s\u00e9 unnt a\u00f0 finna me\u00f0 \u00feessum a\u00f0fer\u00f0um eru litninga-gallar, til d\u00e6mis s\u00e1 litningagalli e\u00f0a -fr\u00e1vik sem veldur Downs-heilkenni. Foreldrar barna me\u00f0 Downs-heilkenni \u00f3ttast a\u00f0 m\u00e6\u00f0rum muni ver\u00f0a r\u00e1\u00f0lagt a\u00f0 l\u00e1ta ey\u00f0a sl\u00edkum f\u00f3strum. \u00cd bla\u00f0agrein eftir bla\u00f0agrein benda \u00feessir foreldrar \u00e1 a\u00f0 a\u00f0st\u00e6\u00f0ur til a\u00f0 ala upp b\u00f6rn me\u00f0 Downs-heilkenni hafi breyst til \u00fev\u00edl\u00edkra muna \u00e1 f\u00e1um \u00e1ratugum a\u00f0 \u00fea\u00f0 s\u00e9u ford\u00f3mar einberir a\u00f0 \u00e6tla s\u00e9r a\u00f0 s\u00eda sl\u00edk f\u00f3stur markvisst \u00fat. N\u00e6r v\u00e6ri a\u00f0 efla \u00feekkingu almennings \u00e1 m\u00f6guleikum \u00feessara einstaklinga og a\u00f0sto\u00f0a okkur sem minna vitum til a\u00f0 draga \u00far ford\u00f3mum okkar (Elva Bj\u00f6rk Einarsd\u00f3ttir, 2001; Indri\u00f0i Bj\u00f6rnsson, 2000; Kolbr\u00fan Erla P\u00e9tursd\u00f3ttir, 2001).
\u00deessar kl\u00edn\u00edsku, t\u00e6knilegu a\u00f0fer\u00f0ir, hvort heldur vi\u00f0 skimun \u00e1 lestrar\u00f6r\u00f0ugleikum e\u00f0a \u201e\u00f6ruggar\u201c a\u00f0fer\u00f0ir vi\u00f0 l\u00e6knisfr\u00e6\u00f0ilegt mat \u00e1 me\u00f0g\u00f6ngu, eru t\u00e6past ska\u00f0legar \u00ed sj\u00e1lfu s\u00e9r. En tr\u00fain \u00e1 a\u00f0 \u00fe\u00e6r leysi mikinn vanda er \u00ed \u00fea\u00f0 minnsta \u00f3skynsamleg og ekki s\u00ed\u00f0ur er varhugavert vanmati\u00f0 \u00e1 \u00feeim hli\u00f0arverkunum sem sl\u00edkar a\u00f0ger\u00f0ir kunna a\u00f0 hafa ver\u00f0i \u00fe\u00e6r r\u00fat\u00ednua\u00f0ger\u00f0ir. H\u00f6fum \u00feetta \u00ed huga ef skimun \u00e1 lestrar-\u00f6r\u00f0ug\u00acleikum ver\u00f0ur hluti af venjubundnu n\u00e1msmati \u00ed 1. bekk grunnsk\u00f3la, eins og stefnt mun a\u00f0 (Gu\u00f0mundur B. Kristmundsson, 2001) .
Samverkan a\u00f0st\u00e6\u00f0na og atvika
Samkv\u00e6mt vi\u00f0t\u00f6lum vi\u00f0 sk\u00f3laf\u00f3lk sem tekin voru h\u00e9r \u00e1 landi \u00ed st\u00f3rri al\u00fej\u00f3\u00f0legri ranns\u00f3kn sem fram f\u00f3r \u00e1 fyrri hluta \u00e1rs 1999 (Sigurj\u00f3n M\u00fdrdal o.fl., 2001) er lj\u00f3st a\u00f0 stefnan um sk\u00f3la \u00e1n a\u00f0greiningar \u00e1 enn\u00fe\u00e1 talsvert langt \u00ed land \u00ed sk\u00f3lakerfinu. \u00deetta er svo, jafnvel \u00fe\u00f3tt f\u00f6tlu\u00f0um og \u00f3f\u00f6tlu\u00f0um nemendum s\u00e9 \u201eblanda\u00f0\u201c saman \u00ed sk\u00f3lum og sk\u00f3la\u00acstofum v\u00ed\u00f0a um land og oft me\u00f0 \u00e1g\u00e6tum \u00e1rangri. Me\u00f0al annars var talsvert kvarta\u00f0 undan bjarga- og peningaleysi. A\u00f0 minnsta kosti tv\u00e6r j\u00e1kv\u00e6\u00f0ar v\u00edsbendingar komu \u00fe\u00f3 fram \u00ed vi\u00f0t\u00f6lunum: Meira er gert \u00ed framhaldssk\u00f3lum en \u00e1\u00f0ur til a\u00f0 m\u00e6ta uppeldis- og menntunarlegum s\u00e9r\u00fe\u00f6rfum nemenda og vi\u00f0m\u00e6lendur okkar telja a\u00f0 f\u00f6tlu\u00f0um nemendum l\u00ed\u00f0i betur \u00ed almennum sk\u00f3lum en fyrir einhverjum \u00e1ratugum. \u00dea\u00f0 er einfaldlega miklu meira gert til a\u00f0 m\u00e6ta uppeldis- og menntunarlegum s\u00e9r\u00fe\u00f6rfum og \u00fea\u00f0 er l\u00edka margfalt meiri \u00feekking \u00e1 sl\u00edkum \u00fe\u00f6rfum og hvernig \u00e1 a\u00f0 m\u00e6ta \u00feeim til sta\u00f0ar \u00ed sk\u00f3lum en \u00e1\u00f0ur. Sl\u00edk \u00feekking er til sta\u00f0ar hj\u00e1 m\u00f6rgum almennum kennurum, b\u00e6\u00f0i \u00feeim yngstu sem fengu miklu meira um s\u00e9r\u00fearfir nemenda \u00ed s\u00ednu kennaran\u00e1mi en \u00e1\u00f0ur t\u00ed\u00f0ka\u00f0ist og \u00feeim sem hafa reynslu af bekkjarstarfi \u00e1n a\u00f0greiningar, og l\u00edka hj\u00e1 stj\u00f3rnendum og s\u00e9rkennurum. Sk\u00f3laf\u00f3lk er vissulega \u00f3samm\u00e1la um hversu skynsamlegt s\u00e9 a\u00f0 \u201eblanda\u201c \u00f6llum nemendum en mig grunar a\u00f0 andsta\u00f0an s\u00e9 ekki s\u00ed\u00f0ur vi\u00f0 framkv\u00e6md stefnunnar en hina almennu hugsj\u00f3n. A\u00f0 minnsta kosti langar mig fremur a\u00f0 til a\u00f0 tr\u00faa \u00fev\u00ed.
Salamancahugsj\u00f3nin um sk\u00f3la fyrir alla \u00e1n a\u00f0greiningar n\u00e6r sennilega ekki miki\u00f0 lengra fram a\u00f0 ganga me\u00f0an svo mikil \u00e1hersla er l\u00f6g\u00f0 \u00e1 kl\u00edn\u00edskar a\u00f0fer\u00f0ir til greiningar og me\u00f0\u00acfer\u00f0\u00acar. \u00c1hersla er nefnilega l\u00f6g\u00f0 \u00e1 a\u00f0 greina einstaklings\u201evanda\u201c og finna kl\u00edn\u00edskar \u00farlausnir vi\u00f0 honum, en ekki \u00e1 a\u00f0 meta f\u00e9lagslegar a\u00f0st\u00e6\u00f0ur, t.d. f\u00e9lagslegar a\u00f0st\u00e6\u00f0ur barna me\u00f0 ofvirkni me\u00f0 athyglisbresti (AMO), heldur hefur lyfjagj\u00f6f or\u00f0i\u00f0 \u201evins\u00e6l\u201c lei\u00f0 til a\u00f0 takast \u00e1 vi\u00f0 \u00f6\u00f0ruv\u00edsileika \u00feessara barna.
Ein af hli\u00f0arverkunum \u00feess a\u00f0 skima, greina og m\u00e6la \u2014 og jafnvel ey\u00f0a, ef \u00fev\u00ed er til a\u00f0 skipta \u2014 tengist \u00fev\u00ed markmi\u00f0i \u00ed sk\u00f3lastefnu r\u00edkisstj\u00f3rnarinnar a\u00f0 b\u00faa til \u201esj\u00e1lfst\u00e6\u00f0a nemendur\u201c og \u201esterkari einstaklinga\u201c. Okkur n\u00fat\u00edmaf\u00f3lki er or\u00f0i\u00f0 nokku\u00f0 tamt a\u00f0 l\u00edta svo \u00e1 a\u00f0 b\u00f6rn s\u00e9u \u00f3l\u00edkir einstaklingar og fullor\u00f0i\u00f0 f\u00f3lk l\u00edka. En er r\u00e9tt og h\u00e6gt a\u00f0 l\u00e6kna, laga e\u00f0a b\u00e6ta allt sem gerir b\u00f6rn \u00f6\u00f0ruv\u00edsi en \u00f6nnur b\u00f6rn? [] Hvort sem \u00fea\u00f0 er lagleysi, \u00f3\u00fe\u00e6g\u00f0, \u00f3vi\u00f0r\u00e1\u00f0anlegt fj\u00f6r, myndlistarh\u00e6fileikar sem passa ekki vi\u00f0 markmi\u00f0 a\u00f0aln\u00e1mskr\u00e1r, ofvirkni, Downs-heilkenni o.s.frv.? \u00c6tlum vi\u00f0 okkur a\u00f0 l\u00e6kna, laga e\u00f0a b\u00e6ta \u00feau b\u00f6rn sem skera sig \u00far? \u00c6tlum vi\u00f0 okkur a\u00f0 l\u00e6kna sum b\u00f6rn sem skera sig \u00far? Ef stj\u00f3rnv\u00f6ldum \u00fe\u00f3knast a\u00f0 telja a\u00f0 h\u00e6fileikar \u00feeirra s\u00e9u einhvers konar f\u00f6tlun, vi\u00f0urkennd og vottu\u00f0 af s\u00e1lfr\u00e6\u00f0ingum e\u00f0a l\u00e6knum? \u00c6tlum vi\u00f0 a\u00f0 breyta \u00feeim sem h\u00e6gt er a\u00f0 breyta \u00ed sj\u00e1lfst\u00e6\u00f0a og sterka einstaklinga en l\u00e1ta a\u00f0ra l\u00f6nd og lei\u00f0? Jafnvel leyfa \u00feeim ekki a\u00f0 ver\u00f0a til?
Menningarlegar og f\u00e9lagslegar (s\u00e9r)\u00fearfir, til d\u00e6mis barna sem eiga foreldra af erlendum uppruna, er erfitt a\u00f0 meta me\u00f0 kl\u00edn\u00edskum a\u00f0fer\u00f0um. Kl\u00edn\u00edsk skimun, greining e\u00f0a m\u00e6ling \u00e1 einstaklingsvanda kemur t\u00e6past a\u00f0 miklu haldi \u00ed sl\u00edkum tilvikum, nema vi\u00f0 \u00e6tlum okkur a\u00f0 l\u00e6kna, laga og b\u00e6ta b\u00f6rn foreldra af erlendum uppruna me\u00f0 \u00fev\u00ed a\u00f0 gera \u00feau a\u00f0 \u201eekta\u201c \u00cdslendingum \u00e1 einhvern h\u00e1tt. F\u00e9lagslegar s\u00e9r\u00fearfir barna g\u00e6tu til d\u00e6mis veri\u00f0 \u00fe\u00e6r a\u00f0 barn \u00feurfi helst af \u00f6llu meiri t\u00edma me\u00f0 foreldrum s\u00ednum og vandinn sn\u00faist fyrst og fremst um a\u00f0 yfirvinnu\u00e1lag \u00e1 foreldra s\u00e9 miki\u00f0 vegna \u00feess a\u00f0 heimili\u00f0 hafi einfaldlega of l\u00e1gar tekjur ef eing\u00f6ngu unnin er dagvinna. \u00deetta tengist svo beint l\u00edfsg\u00e6\u00f0akapphlaupinu, einstaklings- og samkeppnishyggjunni og marka\u00f0s\u00ac\u00fej\u00f3\u00f0f\u00e9laginu. Au\u00f0vita\u00f0 er \u00feetta hvorki s\u00e1lfr\u00e6\u00f0ingum, s\u00e9rkennurum e\u00f0a \u00f6\u00f0rum s\u00e9rfr\u00e6\u00f0ingum n\u00e9 \u00feeim skimunarpr\u00f3fum og greiningar- og m\u00e6lit\u00e6kjum sem \u00feeir nota \u00e1 nokkurn h\u00e1tt a\u00f0 kenna.
Svo sterk er or\u00f0r\u00e6\u00f0an um einstaklinga a\u00f0 margir vi\u00f0m\u00e6lendur \u00ed ofangreindri ranns\u00f3kn ur\u00f0u hissa vi\u00f0 spurningum um hvort f\u00e9lagslegt misr\u00e9tti t\u00ed\u00f0kist \u00ed sk\u00f3lakerfinu e\u00f0a hvort unnt v\u00e6ri a\u00f0 nota sk\u00f3la til a\u00f0 draga \u00far misr\u00e9tti (Sigurj\u00f3n M\u00fdrdal o.fl., 2001). Samverkan \u00feessara or\u00f0r\u00e6\u00f0ustrauma, \u00fea\u00f0 er einstaklingshyggjunnar me\u00f0 \u00e1herslu \u00e1 sj\u00e1lfst\u00e6\u00f0a nemendur og sterka einstaklinga sem l\u00e6ra meira \u00e1 skemmri t\u00edma, Salamanca\u00achugsj\u00f3narinnar um sk\u00f3la fyrir alla \u00e1n a\u00f0greiningar og kl\u00edn\u00edsku a\u00f0fer\u00f0anna vi\u00f0 a\u00f0 meta uppeldis- og menntunar\u00fearfir hvers og eins gerir okkur sk\u00f3laf\u00f3lki e\u00f0lilegt a\u00f0 hugsa \u00e1 \u00feennan veg: Nemendur me\u00f0 uppeldis- og menntunar\u00aclegar s\u00e9r\u00fearfir, hvort heldur er af v\u00f6ldum f\u00f6tlunar e\u00f0a \u00feess a\u00f0 \u00edslenska er ekki t\u00f6lu\u00f0 heima hj\u00e1 \u00feeim, skulu skima\u00f0uir, greindr e\u00f0a m\u00e6ldir og fundin r\u00e9tt einstaklingsme\u00f0fer\u00f0 sem gerir hvern og einn a\u00f0 sj\u00e1lfst\u00e6\u00f0um og sterkum einstaklingi sem l\u00e6rir meira \u00e1 skemmri t\u00edma. En er \u00feetta virkilega besta lei\u00f0in?
Hva\u00f0 \u00e1 a\u00f0 gera til a\u00f0 sk\u00f3li \u00e1n a\u00f0greiningar ver\u00f0i a\u00f0 veruleika?
\u00dea\u00f0 getur vel veri\u00f0 a\u00f0 kl\u00edn\u00edska greiningar- og me\u00f0fer\u00f0arl\u00edkani\u00f0 s\u00e9 betra en eitthvert \u00e1stand sem var \u00e1 undan \u00fev\u00ed. Og vissulega er gert r\u00e1\u00f0 fyrir \u00fev\u00ed \u00ed Salamanca-yfirl\u00fdsingunni a\u00f0 greining s\u00e9 notu\u00f0. Andi yfirl\u00fdsingarinnar er \u00fe\u00f3 tv\u00edm\u00e6lalaust j\u00f6fn sta\u00f0a allra barna og mikil andsta\u00f0a vi\u00f0 a\u00f0 greina b\u00f6rn me\u00f0 s\u00e9r\u00fearfir sem skr\u00edtin b\u00f6rn sem \u00fearf a\u00f0 l\u00e6kna, laga e\u00f0a b\u00e6ta \u00feannig a\u00f0 \u00feau ver\u00f0i \u00feessi sterku og sj\u00e1lfst\u00e6\u00f0u einstaklingar sem geta l\u00e6rt meira \u00e1 skemmri t\u00edma undir r\u00e9ttum aga [5] og sta\u00f0i\u00f0 sig \u00ed samkeppni. Kl\u00edn\u00edska lei\u00f0in byggist \u00e1 \u00fev\u00ed a\u00f0 r\u00edkuleg \u00farr\u00e6\u00f0i s\u00e9u til sta\u00f0ar til a\u00f0 sinna me\u00f0fer\u00f0 \u00feegar greining hefur fari\u00f0 fram. En samt eru ekki n\u00e6g \u00farr\u00e6\u00f0i til sta\u00f0ar, a.m.k ekki a\u00f0 mati vi\u00f0m\u00e6lenda \u00ed ranns\u00f3kninni sem \u00e1\u00f0ur er nefnd (Sigurj\u00f3n M\u00fdrdal o.fl., 2001, Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson, 2000b). Kl\u00edn\u00edska lei\u00f0in hefur reynst torfarin, og h\u00fan lei\u00f0ir okkur t\u00e6past a\u00f0 markinu sk\u00f3li \u00e1n a\u00f0greiningar.
\u00c9g tel a\u00f0 kl\u00edn\u00edska lei\u00f0in myndi \u00fe\u00f3 ekki heldur lei\u00f0a okkur a\u00f0 \u00feessu marki \u00fe\u00f3tt \u00farr\u00e6\u00f0in v\u00e6ru r\u00edkuleg til a\u00f0 sinna me\u00f0fer\u00f0 \u00feegar greining hefur fari\u00f0 fram. \u00dea\u00f0 er vegna \u00feess a\u00f0 liti\u00f0 er \u00e1 einstaklinginn sem einhvern sem \u00fearf a\u00f0 breyta, \u00fea\u00f0 er l\u00e6kna, laga e\u00f0a b\u00e6ta, og uppeldis- og menntunarlegar s\u00e9r\u00fearfir sem sj\u00fakd\u00f3m. [6] \u00dea\u00f0 er vegna \u00feess a\u00f0 vi\u00f0 \u00e6tlum okkur a\u00f0 reyna a\u00f0 gera b\u00f6rn sem hafa \u00f3umdeilanlega s\u00e9rst\u00f6\u00f0u a\u00f0 b\u00f6rnum \u00e1n s\u00e9rst\u00f6\u00f0u. Hvort sem \u00fea\u00f0 er fj\u00f6lf\u00f6tlun e\u00f0a s\u00e9rt\u00e6k lesr\u00f6skun, ofvirkni e\u00f0a lagleysi. Vi\u00f0 \u00e6tlum okkur a\u00f0 breyta einstaklingi me\u00f0 \u00fev\u00ed a\u00f0 greina \u201evankanta\u201c hans en ekki h\u00e6fileika \u2014 sennilega af \u00fev\u00ed a\u00f0 stj\u00f3rnv\u00f6ld, og jafnvel vi\u00f0 fagf\u00f3lk, h\u00f6fum einhvers konar mynd \u00ed kollinum af \u00fev\u00ed hvernig samkeppnish\u00e6fur og aga\u00f0ur einstaklingur sem l\u00e6rir meira \u00e1 skemmri t\u00edma \u00e6tti a\u00f0 vera.
En hver er annars mynd kennara af b\u00f6rnum? Hva\u00f0a hugmyndir gera kennarar s\u00e9r um hva\u00f0 er barn og hva\u00f0 er \u00feekking? Er barn vi\u00f0fangsefni mannr\u00e9ttinda (\u201esubject of rights\u201c) e\u00f0a er \u00fea\u00f0 vi\u00f0fangsefni \u00fearfa sem a\u00f0rir skilgreina (\u201esubject of needs, defined by others\u201c), eins og Peter Moss (1999, bls. 6) spyr um, \u00ed anda Reggio Emilia-stefnunnar? \u00dev\u00ed ef b\u00f6rn eru vi\u00f0fangsefni s\u00e9r\u00fearfa, sem a\u00f0rir skilgreina, skima, greina og helst m\u00e6la, \u00fe\u00e1 \u00fearf n\u00f6fn \u00e1 \u00feessar \u00fearfir og allir keppast vi\u00f0 a\u00f0 finna sl\u00edk n\u00f6fn. [7] H\u00e9r er au\u00f0vita\u00f0 skylt a\u00f0 geta \u00feess a\u00f0 mannr\u00e9ttindi, eins og Moss r\u00e6\u00f0ir um \u00feau, eru au\u00f0vita\u00f0 bygg\u00f0 \u00e1 vissri tegund af einstaklingshyggju, engu s\u00ed\u00f0ur en samkeppnis\u00achyggjan. En hann varar mj\u00f6g vi\u00f0 sj\u00fakd\u00f3msv\u00e6\u00f0ingu uppeldis- og menntunar\u00fearfa.
Sk\u00f3li fyrir alla \u00e1n a\u00f0greiningar, sem flestir skilja \u00e1 \u00feann h\u00e1tt a\u00f0 veri\u00f0 s\u00e9 a\u00f0 koma til m\u00f3ts vi\u00f0 fatl\u00aca\u00f0a nemendur s\u00e9rstaklega (\u00e9g l\u00edka \u00fea\u00f0 sem af er \u00feessari grein), sn\u00fdst au\u00f0vita\u00f0 ekki bara um t\u00e6knilega \u00fatf\u00e6rslu s\u00e9ra\u00f0sto\u00f0ar vi\u00f0 f\u00f6tlu\u00f0 b\u00f6rn, ofvirk b\u00f6rn me\u00f0 athyglisbrest e\u00f0a b\u00f6rn me\u00f0 lestrarerfi\u00f0leika \u2014 \u00fea\u00f0 er b\u00f6rn me\u00f0 kl\u00edn\u00edskt greinanlegar s\u00e9r\u00fearfir \u2014 heldur l\u00edka um \u00fea\u00f0 sem \u00e1 ensku heitir politics of difference og \u00e9g tel fela \u00ed s\u00e9r r\u00e9ttindi allra og vi\u00f0urkenningu \u00e1 \u00fev\u00ed a\u00f0 vi\u00f0 h\u00f6fum \u00f3l\u00edka menningu. [8] \u00c9g tel a\u00f0 Salamanca-yfirl\u00fdsingin sn\u00faist \u00ed raun um jafna st\u00f6\u00f0u allra, \u00fea\u00f0 er a\u00f0 \u00fea\u00f0 eigi ekki a\u00f0 \u00feurfa a\u00f0 vera spenna \u00e1 milli mannr\u00e9ttinda \u00f3l\u00edkra h\u00f3pa, til d\u00e6mis fatl\u00aca\u00f0s f\u00f3lks e\u00f0a n\u00fdb\u00faa sem eru sennilega \u00feeir h\u00f3par sem eiga mest undir h\u00f6gg a\u00f0 s\u00e6kja n\u00fana.
A\u00f0 m\u00ednum d\u00f3mi er \u00fea\u00f0 ekki meginatri\u00f0i \u00ed hva\u00f0a sk\u00f3lastofu e\u00f0a jafnvel \u00ed hva\u00f0a sk\u00f3la barn, fatla\u00f0, ofvirkt, me\u00f0 lestrarerfi\u00f0leika e\u00f0a n\u00fdflutt til \u00cdslands, er \u00feegar \u00fea\u00f0 f\u00e6r kennslu vi\u00f0 h\u00e6fi, heldur hvers konar hugmyndir vi\u00f0 gerum okkur um barni\u00f0, \u201es\u00e9r\u00fearfir\u201c \u00feess og \u201es\u00e9r\u00fej\u00f3nustu\u201c. Vandinn felst ekki minnst \u00ed \u00feessu \u201es\u00e9r\u201c. Allir eiga a\u00f0 f\u00e1 \u201e\u00fej\u00f3nustu\u201c, sem \u00e9g vil au\u00f0vita\u00f0 fremur tala um sem kennslu vi\u00f0 h\u00e6fi \u2014 en hvernig er h\u00fan skilgreind? Vi\u00f0 erum \u00f6ll fr\u00e1brug\u00f0in hvert \u00f6\u00f0ru \u00e1 einhvern m\u00e1ta en \u00feeir nemendur sem geta fengi\u00f0 \u201e\u00f6\u00f0ruv\u00edsileika\u201c sinn metinn sem eitthvert \u201e\u00e1stand\u201c me\u00f0 nafni (\u00fea\u00f0 er greindan e\u00f0a m\u00e6ldan \u00e1 kl\u00edn\u00edskan h\u00e1tt) eru \u00ed augnablikinu l\u00edk\u00aclegri til a\u00f0 f\u00e1 s\u00e9r\u00fej\u00f3nustu en a\u00f0rir. En ekki er \u00fear me\u00f0 sagt a\u00f0 \u00feeir f\u00e1i kennslu vi\u00f0 h\u00e6fi \u00fear sem markmi\u00f0 \u201es\u00e9r\u00fej\u00f3n\u00acustu\u201c og me\u00f0fer\u00f0ar er \u00ed raun a\u00f0 breyta ein\u00acstaklingum (l\u00e6kna, laga e\u00f0a b\u00e6ta) \u00ed \u00e1tt a\u00f0 normi \u00fej\u00f3\u00f0f\u00e9lags \u00fear sem marka\u00f0s\u00achyggja r\u00e6\u00f0ur fer\u00f0inni almennt og t\u00e6knihyggja \u00ed sk\u00f3lam\u00e1lum. \u00deannig vinnur kl\u00edn\u00edska m\u00f3deli\u00f0 kannski ekki me\u00f0 \u00feeim sem \u00fea\u00f0 \u00e1 \u00ed raun og veru a\u00f0 hj\u00e1lpa, heldur ef til vill gegn \u00feeim, s\u00e9rstaklega \u00feegar til lengri t\u00edma er liti\u00f0, me\u00f0 \u00fev\u00ed a\u00f0 leggja \u00e1herslu \u00e1 \u201evanda\u201c en ekki h\u00e6fileika. En kl\u00edn\u00edska m\u00f3deli\u00f0 fellur aftur \u00e1 m\u00f3ti \u00e1g\u00e6tlega a\u00f0 hugmyndum Enn betri sk\u00f3la um nemendur sem neytendur og nemendur sem einstaklinga \u00ed samkeppni (sj\u00e1 l\u00edka Crockett og Kauffman, 1998).
\u00cd Salamanca-yfirl\u00fdsingunni er l\u00f6g\u00f0 megin\u00e1hersla \u00e1 uppeldislegar a\u00f0fer\u00f0ir vi\u00f0 skipulagningu n\u00e1ms. Lei\u00f0 sem hefur veri\u00f0 \u00ferautreynd \u00ed sk\u00f3lastarfi, til d\u00e6mis opna sk\u00f3lans, er einstaklingsn\u00e1mskr\u00e1. Ger\u00f0 sl\u00edkra n\u00e1mskr\u00e1a er kennd \u00ed kennaradeild H\u00e1sk\u00f3lans \u00e1 Akureyri og v\u00ed\u00f0ar, en \u00e1hersla l\u00f6g\u00f0 \u00e1 a\u00f0 kenna a\u00f0 gera sl\u00edkar n\u00e1mskr\u00e1r fyrir nemendur me\u00f0 kl\u00edn\u00edskt greindar \u00fearfir. Ef leik-, grunn- og framhaldssk\u00f3la\u00acstarf er \u00ed raun unni\u00f0 \u00fat fr\u00e1 einstaklingum en ekki \u00fat fr\u00e1 samkeppnishugsj\u00f3ninni, \u00fe\u00e1 er einstaklingsn\u00e1mskr\u00e1 fyrir s\u00e9rhvern nemanda, unnin \u00ed samvinnu vi\u00f0 hann e\u00f0a hana, \u00e6skilegt markmi\u00f0. \u00de\u00e1 skulum vi\u00f0 l\u00edka leita uppi h\u00e6fileika f\u00f3lks me\u00f0 uppeldis- og n\u00e1mskr\u00e1ra\u00f0fer\u00f0um vi\u00f0komandi sk\u00f3la.
Vitaskuld eru skilin ekki svo sk\u00fdr milli \u00feess hva\u00f0 er einstaklingskennsla og hva\u00f0 er me\u00f0fer\u00f0. \u00c1 heimas\u00ed\u00f0u sinni leggur Foreldraf\u00e9lag mis\u00feroska barna (\u00e1n \u00e1rtals) a\u00f0 sj\u00e1lfs\u00f6g\u00f0u verulega \u00e1herslu \u00e1 \u00fe\u00e6tti sem tv\u00edm\u00e6lalaust tilheyra kennslu, en eins og fram hefur komi\u00f0 \u00ed ranns\u00f3knum, t.d. \u00feeirri sem h\u00e9r stu\u00f0st vi\u00f0, upplifa margir kennarar aftur \u00e1 m\u00f3ti sl\u00edk r\u00e1\u00f0 sem till\u00f6gur um me\u00f0fer\u00f0 en ekki kennslu. Flest \u00feau r\u00e1\u00f0 sem Ragna Freyja Karlsd\u00f3ttir gefur \u00ed n\u00fdrri b\u00f3k sinni, Ofvirknib\u00f3kinni (2001), s\u00fdnast m\u00e9r eiga vi\u00f0 um alla kennslu og allt uppeldi, til d\u00e6mis \u00fea\u00f0 r\u00e1\u00f0 a\u00f0 tala vi\u00f0 b\u00f6rn eins og \u00feau v\u00e6ru f\u00f3lk og ekki s\u00ed\u00f0ur \u00fea\u00f0 r\u00e1\u00f0 a\u00f0 nota \u00e9g-skilabo\u00f0 fremur en \u00fe\u00fa-skilabo\u00f0 \u00ed samt\u00f6lum vi\u00f0 b\u00f6rn. \u00dea\u00f0 er kl\u00edn\u00edski \u00feankagangurinn sem \u00e9g gagnr\u00fdni, ekki hvert og eitt \u00farr\u00e6\u00f0i. [9] \u00cd anda Salamanca-yfirl\u00fdsingarinnar \u00e6tlast \u00e9g til \u00feess a\u00f0 \u00feau s\u00e9u sett \u00ed uppeldislegt samhengi, hvort heldur er \u00ed sk\u00f3la-, bekkjar- e\u00f0a einstaklingsn\u00e1mskr\u00e1m.
\u00de\u00f3tt \u00e9g vari mj\u00f6g vi\u00f0 oftr\u00fa \u00e1 kl\u00edn\u00edsku a\u00f0fer\u00f0irnar, \u00fe\u00e1 held \u00e9g engan veginn a\u00f0 \u00fatr\u00fdma eigi kl\u00edn\u00edskri s\u00e9rfr\u00e6\u00f0i\u00feekkingu og -a\u00f0fer\u00f0um \u00far sk\u00f3lakerfinu. En vi\u00f0 skulum gera okkur grein fyrir \u00fev\u00ed a\u00f0 vi\u00f0 erum b\u00fain a\u00f0 skapa s\u00e9rstakt fyrirbrig\u00f0i: Hinn greinanlega nemanda; nemanda sem vi\u00f0fangsefni greiningar \u00e1 s\u00e9r\u00fe\u00f6rfum sem gerir alla nemendur a\u00f0 flokkanlegum og flokku\u00f0um nemendum. Sem jafnframt mi\u00f0ar a\u00f0 \u00fev\u00ed a\u00f0 gera alla nemendur eins. Svolei\u00f0is \u201esk\u00f3la fyrir alla\u201c vil \u00e9g helst ekki sj\u00e1, heldur sk\u00f3la fyrir alla \u00e1n a\u00f0greiningar \u00fear sem nemendur f\u00e1 a\u00f0 nj\u00f3ta h\u00e6fileika sinna. \u00dea\u00f0 er sama hvort \u00fea\u00f0 er fatla\u00f0ur nemandi, barn sem heyrir ekki \u00edslensku heima hj\u00e1 s\u00e9r, ofvirkur einstaklingur me\u00f0 athyglisbrest e\u00f0a einhver annar sem hefur fengi\u00f0 sl\u00edkan merkimi\u00f0a; \u00feessi nemandi \u00e1 ekki a\u00f0 \u00feurfa a\u00f0 s\u00e6ta \u00fev\u00ed a\u00f0 hann e\u00f0a h\u00fan eigi \u00ed raun a\u00f0 ver\u00f0a eins og allir hinir.
Til \u00feess a\u00f0 stu\u00f0la a\u00f0 sk\u00f3la fyrir alla \u00e1n a\u00f0greiningar er mikilv\u00e6gt a\u00f0 kennarar takist \u00e1 hendur uppeldis\u00achlutverk sk\u00f3l\u00acans, ekki sem \u00fej\u00f3nustu vi\u00f0 skilgreindar \u00fearfir \u201eneytenda\u201c heldur samofi\u00f0 uppeldis- og fr\u00e6\u00f0sluhlutverk \u00e1 \u00e1byrg\u00f0 samf\u00e9lagsins alls, \u00fea\u00f0 er menntun fr\u00e1 leiksk\u00f3la upp \u00ed h\u00e1sk\u00f3la. Kennurum er vafal\u00edti\u00f0 \u00f3m\u00f6gulegt a\u00f0 takast \u00e1 hendur sl\u00edkt menntunar- og menningarhlutverk sem fagmenn ef \u00feeim er \u00e6tla\u00f0 a\u00f0 me\u00f0h\u00f6ndla alla sem \u201eneytendur\u201c skimunar, greiningar e\u00f0a m\u00e6linga, hvort sem \u00feeir eru fatla\u00f0ir nemendur, ofvirkir, n\u00fdb\u00faar, sveitab\u00f6rn, \u00fathverfab\u00f6rn, str\u00e1kar, st\u00e1lp, stelpur e\u00f0a \u201evenjulegir\u201c. \u00deeim er l\u00edka \u00f3m\u00f6gulegt a\u00f0 r\u00e6kja \u00feetta hlutverk ef \u00feeir eru ger\u00f0ir a\u00f0 bl\u00f3rab\u00f6gglum fyrir mist\u00f6k \u00ed uppeldi og mennt\u00acun \u00ed samf\u00e9laginu yfirleitt. Sam\u00acf\u00e9laginu ber a\u00f0 a\u00f0sto\u00f0a kennara vi\u00f0 a\u00f0 gera b\u00f6rn a\u00f0 \u201evi\u00f0fangsefni mannr\u00e9ttinda\u201c. Sk\u00f3li fyrir alla \u00e1n a\u00f0greiningar er spurning um mannr\u00e9ttindi sem samf\u00e9lagi\u00f0 \u00ed heild ber \u00e1byrg\u00f0 \u00e1.
\u00de\u00f6rfin fyrir merkimi\u00f0a er r\u00edk og birtist greinilega hj\u00e1 Newsweek \u00ed hinu skemmti\u00aclega vi\u00f0tali vi\u00f0 Hank Ketcham. H\u00fan er l\u00edka svo \u00e1geng a\u00f0 allan t\u00edmann sem \u00e9g las sk\u00e1lds\u00f6guna L\u00edfsins tr\u00e9 eftir B\u00f6\u00f0var Gu\u00f0mundsson leita\u00f0ist \u00e9g vi\u00f0 a\u00f0 finna kl\u00edn\u00edskan greiningarflokk fyrir eina af a\u00f0alpers\u00f3nunum, Jens Duffr\u00edn \u00d3lafsson. \u00c9g veit hvort fremur bjarga\u00f0i m\u00e9r fr\u00e1 \u00fev\u00ed a\u00f0 finna sl\u00edkan merkimi\u00f0a, \u00feekkingarleysi mitt \u00e1 m\u00f6guleikum \u00e1 greiningarflokkum e\u00f0a vi\u00f0kynningin vi\u00f0 einstaklinginn Jens
Duffr\u00edn og h\u00e6fileika hans.
Greinin var birt \u00ed Gl\u00e6\u00f0um \u00e1ri\u00f0 2001 (11. \u00e1rgangi, 2. hefti, bls. 13\u201320). Yfirfarin \u00ed apr\u00edl 2025 me\u00f0 minni h\u00e1ttar lagf\u00e6ringum og \u00e1 st\u00f6ku sta\u00f0 me\u00f0 hli\u00f0sj\u00f3n af or\u00f0f\u00e6ri sem hefur breyst.
Heimildir
Avramidis, Elias, Phil Bayliss and Robert Burden. 2000. Student teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education 16:277\u2013293.
Barsotti, Anna. 2000. Education is for all children. Inclusion and the early childhood. Fyrirlestur \u00e1 r\u00e1\u00f0stefnunni Reggio: New generation in the new century. Creative learning. Akureyri, 13.\u201314. j\u00fan\u00ed.
B\u00f6\u00f0var Gu\u00f0mundsson. 1996. L\u00edfsins tr\u00e9. Reykjav\u00edk, M\u00e1l og menning.
Crockett, Jean B. og James M. Kauffman. 1998. Taking inclusion back to its roots. Educational Leadership 56(2):74\u201377.
Elva Bj\u00f6rk Einarsd\u00f3ttir. 2001. A\u00f0 eiga barn me\u00f0 downs-heilkenni. Mbl. 24. ma\u00ed, bls. 63.
En skole for alle i Norden. Et festskrift i anledning af den 20. kongres. 100 \u00e5rs nordisk samarbejde omkring undervisning af elever med s\u00e6rlig behov. 1999. Stafangri, \u00fatg. ekki geti\u00f0.
Enn betri sk\u00f3li. \u00deeirra r\u00e9ttur \u2014 okkar skylda. 1998, febr\u00faar. Reykjav\u00edk, mennta\u00acm\u00e1la\u00acr\u00e1\u00f0uneyti\u00f0.
Enn betri sk\u00f3li. \u00deeirra r\u00e9ttur \u2014 okkar skylda. 1998, apr\u00edl. Reykjav\u00edk, menntam\u00e1la\u00acr\u00e1\u00f0uneyti\u00f0.
Foreldraf\u00e9lag mis\u00feroska barna. \u00c1n \u00e1rtals. \u201eAthyglisbrestur\u201c. . S\u00ed\u00f0a lesin 24. j\u00fal\u00ed 2001.
Gu\u00f0mundur B. Kristmundsson. 2001. Re: Fyrirspurn. T\u00f6lvup\u00f3stur 31. ma\u00ed, 1. j\u00fan\u00ed.
Gunnar E. Finnbogason. 2000. The statistical and social status of children and youths in modern Icelandic society. Study report. [Reykjav\u00edk, Kennarah\u00e1sk\u00f3li \u00cdslands].
Indri\u00f0i Bj\u00f6rnsson. 2000. B\u00faum til \u201ebetri\u201c b\u00f6rn. Mbl. 4. okt., bls. 36.
Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson. 1999. Discipline, governance, and inclusion in education in Iceland in the late 1990s. Fyrirlestur \u00e1 r\u00e1\u00f0stefnu um vestnorr\u00e6n \u00fej\u00f3\u00f0f\u00e9l\u00f6g, Akureyri, 7.\u20139. okt\u00f3ber. [Sj\u00e1 l\u00edka Ing\u00f3lf \u00c1sgeir J\u00f3hannesson 2000.] . S\u00ed\u00f0a lesin 31. ma\u00ed 2000.
Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson. 2000a. Discipline, governance and inclusion in education in Iceland in the late 1990s. Community viability, rapid change and socio-ecological futures. Papers from the conference on societies in the Vestnorden area (ritstj. J\u00f3nas Gunnar Allansson og Ingi R\u00fanar E\u00f0var\u00f0sson), bls. 109\u2013122. Akureyri, H\u00e1sk\u00f3linn \u00e1 Akureyri og Stofnun Vilhj\u00e1lms Stef\u00e1nssonar.
Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson. 2000b. Nemendur sem vi\u00f0fangsefni greiningar \u00e1 s\u00e9r\u00fe\u00f6rfum. Um fj\u00f6l\u00fej\u00f3\u00f0lega ranns\u00f3kn \u00e1 st\u00fdringu og bl\u00f6ndun \u00ed menntakerfum. Fyrirlestur \u00e1 haust\u00feingi BKNE og 6. deildar F\u00cdL, Dalv\u00edk, 30. september 2000.
Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson. 2001. The construction of the pupil as a diagnosable subject. The conjuncture of the Salamanca vision of inclusion of all children and market strategies in education, an Icelandic experience. Travelling Policy\/Local Spaces: Globalization, Identities and Education Policy in Europe. R\u00e1\u00f0stefna \u00ed Keele-h\u00e1sk\u00f3la, Englandi, 27.\u201329. j\u00fan\u00ed 2001 . S\u00ed\u00f0a lesin 28. j\u00fal\u00ed 2001.
Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson, Gunnar E. Finnbogason og Gu\u00f0r\u00fan Geirsd\u00f3ttir. 1998. Curriculum, management, and self-evaluation in Icelandic primary and secondary schools. \u2014 A text analysis report for EGSIE (Work Package III). Draft version. [Reykjav\u00edk, Kennarah\u00e1sk\u00f3li \u00cdslands]. [Sj\u00e1 ennfremur styttri \u00fatg. 2000].
Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson, Gunnar E. Finnbogason og Gu\u00f0r\u00fan Geirsd\u00f3ttir. 2000. Curriculum, management and self-evaluation in Icelandic primary and secondary schools. Public discourses on education governance and social integration and exclusion. Analyses of policy texts in European contexts (ritstj. Sverker Lindblad og Thomas S. Popkewitz), bls. 95\u2013117. Uppsala Reports on Education 36. Upps\u00f6lum, Uppsalah\u00e1sk\u00f3li.
J\u00f3hann \u00c1g. Sigur\u00f0sson. 2001. Vaxandi t\u00ed\u00f0ni \u201eofvirkni\u201c me\u00f0al barna. Mbl. 7. mars, bls. 30.
J\u00f6fnunarsj\u00f3\u00f0ur sveitarf\u00e9laga. 2000. Framl\u00f6g til reksturs grunnsk\u00f3la. . S\u00ed\u00f0a lesin 16. \u00e1g\u00fast 2000.
Kolbr\u00fan Erla P\u00e9tursd\u00f3ttir. 2001. Hvers vegna er \u00fea\u00f0 \u00f3heppni a\u00f0 eiga f\u00f6tlu\u00f0 b\u00f6rn? Mbl. 9. j\u00fan\u00ed, bls. 47.
Lindblad, Sverker og Thomas S. Popkewitz (ritstj.). 1999. Educational governance and social integration and exclusion: National cases of educational systems and recent reforms. Uppsala Reports on Education 34. Upps\u00f6lum, Uppsalah\u00e1sk\u00f3li.
M\u00e1l\u00feing um lesskimun og lestrar\u00f6r\u00f0ugleika. 2000. [6. j\u00fan\u00ed.] Reykjav\u00edk, menntam\u00e1lar\u00e1\u00f0uneyti\u00f0. [Anna Krist\u00edn Sigur\u00f0ard\u00f3ttir and Trausti \u00deorsteinsson unnu \u00fatdr\u00e6tti . S\u00ed\u00f0a lesin 6. ma\u00ed 2001.]
Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0. 2001a. Sv\u00f6r vi\u00f0 fyrirspurnum til menntam\u00e1lar\u00e1\u00f0uneytisins. T\u00f6lvup\u00f3stur 15. ma\u00ed.
Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0. 2001b. Fleiri fyrirspurnir. T\u00f6lvup\u00f3stur 11. j\u00fal\u00ed.
Menntun og menning fyrir alla. Verkefna\u00e1\u00e6tlun 1999\u20132003. Reykjav\u00edk: Ministry of education, science, and culture.
Moss, Peter. 1999. Difference, dissensus and debate: some possibilities of learning form Reggio. Stokkh\u00f3lmi, Reggio Emilia Institutet.
Newsweek. 2001. Brat, 50, still likes overalls. 19. mars.
Ragna Freyja Karlsd\u00f3ttir. 2001. Ofvirknib\u00f3kin fyrir kennara og foreldra. K\u00f3pavogur, h\u00f6fundur.
Rinaldi, Carlina. 2000. How do philosophy and the political environment affect the early childhood. Fyrirlestur \u00e1 r\u00e1\u00f0stefnunni Reggio: New generation in the new century. Creative learning. Akureyri, 13.\u201314. j\u00fan\u00ed.
Popkewitz, Thomas S., Sverker Lindblad og Johanna Strandberg. 1999. Review of research on education governance and social integration and exclusion. Uppsala Reports on Education 35. Upps\u00f6lum, Uppsalah\u00e1sk\u00f3li.
R\u00e1\u00f0stefna menntam\u00e1lar\u00e1\u00f0uneytisins um \u00fdmis m\u00e1lefni barna og unglinga me\u00f0 s\u00e9r\u00fearfir, Borgart\u00fani 6, Reykjav\u00edk, 2. mars 1996. Reykjav\u00edk, menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.
Salamanca-yfirl\u00fdsingin og ramma\u00e1\u00e6tlun um a\u00f0ger\u00f0ir vegna nemenda me\u00f0 s\u00e9r\u00fearfir. 1995. Al\u00fej\u00f3\u00f0leg r\u00e1\u00f0stefna um menntun nemenda me\u00f0 s\u00e9r\u00fearfir, Salamanca, Sp\u00e1ni, 7.\u201310. j\u00fan\u00ed 1994. Reykjav\u00edk, menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.
Sigurj\u00f3n M\u00fdrdal, Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson, Gu\u00f0r\u00fan Geirsd\u00f3ttir og Gunnar E. Finnbogason. 2001. Icelandic educators interviewed about governance and integration\/exclusion. Listening to education actors on governance and social integration and exclusion. A report from the EGSIE project (ritstj. Sverker Lindblad og Thomas S. Popkewitz), bls. 195\u2013225. Upps\u00f6lum, Uppsalah\u00e1sk\u00f3li.
Sj\u00e1lfsmat sk\u00f3la. Leiksk\u00f3lar, grunnsk\u00f3lar, framhaldssk\u00f3lar. 1997. Reykjav\u00edk, mennta\u00acm\u00e1lar\u00e1\u00f0uneyti\u00f0.
Sk\u00fdrsla Sameinu\u00f0u \u00fej\u00f3\u00f0anna um jafna \u00fe\u00e1ttt\u00f6ku fatla\u00f0ra. 1995. Reykjav\u00edk, f\u00e9lagsm\u00e1lar\u00e1\u00f0uneyti\u00f0.
Thomas, Gary og Andrew Loxley. 2001. Deconstructing Special Education and Constructing Inclusion. Buckingham og Philadelphia, Open University Press.
Umb\u00e6tur og n\u00fdskipan \u00ed r\u00edkisrekstri. 1993. Reykjav\u00edk, fj\u00e1rm\u00e1lar\u00e1\u00f0uneyti\u00f0.
Aftanm\u00e1lsgreinar
* Greinin var a\u00f0 nokkru bygg\u00f0 \u00e1 tveimur fyrirlestrum (Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson 2000b, Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson 2001) sem skrifa\u00f0ir voru undir sterkum \u00e1hrifum af al\u00fej\u00f3\u00f0legri r\u00e1\u00f0stefnu um leiksk\u00f3lakennslu \u00ed anda Reggio Emilia \u00e1 Akureyri \u00ed j\u00fan\u00ed 2000 (sj\u00e1 Barsotti 2000, Moss 1999, Rinaldi 2000). \u00cd greininni voru notu\u00f0 me\u00f0al annars g\u00f6gn sem afla\u00f0 var \u00ed fj\u00f6l\u00fej\u00f3\u00f0legu ranns\u00f3knarverkefni, Educational Governance and Social Integration\/Exclusion (St\u00fdring og bl\u00f6ndun \u00ed menntakerfum), skammstafa\u00f0 EGSIE, sem styrkt var af Targeted Socio-Economic Research-\u00e1\u00e6tlun Evr\u00f3pu\u00acsambandsins (SOE2-CT97-2028) og af V\u00edsindasj\u00f3\u00f0i (001570000). A\u00f0rir \u00edslenskir rannsakendur voru Gu\u00f0r\u00fan Geirsd\u00f3ttir, Gunnar E. Finnbogason, \u00d3lafur J. Propp\u00e9 og Sigurj\u00f3n M\u00fdrdal. Ranns\u00f3knin f\u00f3lst \u00ed greiningu stefnu\u00acm\u00f3tandi texta, vi\u00f0t\u00f6lum vi\u00f0 sk\u00f3laf\u00f3lk og greiningu \u00e1 t\u00f6lfr\u00e6\u00f0ig\u00f6gnum. H\u00e9r \u00e1 landi voru greind stefnuskj\u00f6lin Enn betri sk\u00f3li (febr\u00faar og apr\u00edl 1998), Sj\u00e1lfsmat sk\u00f3la (1997) og Umb\u00e6tur og n\u00fdskipan \u00ed r\u00edkisrekstri (1993), tekin vi\u00f0t\u00f6l vi\u00f0 61 einstakling \u00ed sk\u00f3lakerfinu (t.d. menntam\u00e1la\u00acr\u00e1\u00f0herra, starfsmenn \u00ed menntam\u00e1la\u00acr\u00e1\u00f0uneyti og hj\u00e1 sveitarf\u00e9l\u00f6gum og sk\u00f3lastj\u00f3ra og kennara \u00ed grunn- og framhaldssk\u00f3lum) og sko\u00f0a\u00f0 hvernig t\u00f6lfr\u00e6\u00f0i er notu\u00f0 \u00ed opinberum g\u00f6gnum. Ranns\u00f3knin er a\u00f0gengileg \u00ed m\u00f6rgum sk\u00fdrslum og g\u00f6gnum sem h\u00e9r eru nefnd d\u00e6mi um: Lindblad og Popkewitz (1999), Popkewitz, Lindblad og Strandberg (1999), Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson, Gunnar E. Finnbogason og Gu\u00f0r\u00fan Geirsd\u00f3ttir (1998, 2000), Sigurj\u00f3n M\u00fdrdal o.fl. (2000), Gunnar E. Finnbogason (2000), Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson (1999, 2000a, 2000b).
1. \u00cd \u00feessari grein er tala\u00f0 um sk\u00f3la (fyrir alla) \u00e1n a\u00f0greiningar \u00feegar \u00e1tt er vi\u00f0 inclusion en uppeldis- og menntunarlegar s\u00e9r\u00fearfir \u00feegar \u00e1tt er vi\u00f0 special educational needs (SEN) e\u00f0a special needs education. R\u00e9tt er a\u00f0 gera greinarmun \u00e1 bl\u00f6ndun og sk\u00f3la \u00e1n a\u00f0greiningar, enda \u00fe\u00f3tt \u00ed daglegu tali s\u00e9 \u00fev\u00ed oft \u201eblanda\u00f0\u201c. Bl\u00f6ndun v\u00edsar til \u00feess a\u00f0 nemendur gangi inn \u00ed skipulag sem fyrir er og \u00feurfi a\u00f0 laga sig a\u00f0 \u00fev\u00ed (sj\u00e1 t.d. Avramidis, Bayliss og Burden 2000) me\u00f0an hugtaki\u00f0 sk\u00f3li \u00e1n a\u00f0greiningar v\u00edsar fremur til hugmyndafr\u00e6\u00f0ilegrar afst\u00f6\u00f0u til mannr\u00e9ttinda en tiltekins skipulags (sj\u00e1 t.d. Thomas og Loxley 2001).
2. M\u00e9r er \u00f3skiljanlegt hvers vegna h\u00e9r er nota\u00f0 or\u00f0asambandi\u00f0 \u201e\u00f6flug greining\u201c fremur en t.d. v\u00f6ndu\u00f0 e\u00f0a n\u00e1kv\u00e6m greining. Kannski af \u00fev\u00ed a\u00f0 sl\u00edkt or\u00f0alag t\u00f3nar vi\u00f0 \u201esterkari einstaklingar\u201c?
3. S\u00ed\u00f0la hausts 2000 komu \u00fat fimm lestrarskimunarpr\u00f3f fyrir sex til sj\u00f6 \u00e1ra b\u00f6rn sem \u00fe\u00fddd voru \u00far norsku og sta\u00f0f\u00e6r\u00f0 af Gu\u00f0mundi B. Kristmundssyni og \u00de\u00f3ru Kristinsd\u00f3ttur. \u00deessum pr\u00f3fum er dreift til sk\u00f3la af N\u00e1msgagnastofnun \u00e1n endurgjalds n\u00e6stu tv\u00f6 \u00e1r (Gu\u00f0mundur B. Kristmundsson 2001, menntam\u00e1lar\u00e1\u00f0uneyti\u00f0 2001b).
4. Or\u00f0alagi\u00f0 a\u00f0 l\u00e6kna, laga og b\u00e6ta er h\u00e1lfpartinn fengi\u00f0 a\u00f0 l\u00e1ni fr\u00e1 Anna Barsotti (2000). H\u00fan spur\u00f0i: \u201eAre we going to cure the problematic child?\u201c \u00cd or\u00f0ab\u00f3k er or\u00f0i\u00f0 \u201eproblematic\u201c \u00fe\u00fdtt sem torr\u00e1\u00f0inn, \u00f3viss, torskilinn. \u00c6tlum vi\u00f0 a\u00f0 l\u00e6kna, laga e\u00f0a b\u00e6ta \u00fea\u00f0 sem vi\u00f0 skiljum ekki?
5. Agi er ekki s\u00ed\u00f0ur mikilv\u00e6g or\u00f0r\u00e6\u00f0a \u00ed \u00edslensku sk\u00f3lakerfi en \u00feeir \u00fer\u00edr straumar sem \u00e9g hef r\u00e6tt h\u00e9r. \u00deetta kom sk\u00fdrt fram \u00ed EGSIE-ranns\u00f3kninni (sj\u00e1 t.d. Ing\u00f3lf \u00c1sgeir J\u00f3hannesson 1999, 2000a, 2000b, Sigurj\u00f3n M\u00fdrdal o.fl. 2001). \u00cd \u00feessu samhengi er agaor\u00f0r\u00e6\u00f0an n\u00e1tengd einstaklingshyggjunni og hinum sj\u00e1lfst\u00e6\u00f0a nemanda sem l\u00e6rir meira \u00e1 skemmri t\u00edma.
6. D\u00e6mi um sj\u00fakd\u00f3msv\u00e6\u00f0ingu \u00e1 ofvirkni og ofvirkum einstaklingum er ekki bara lyfjagj\u00f6fin heldur og or\u00f0f\u00e6ri\u00f0; t.d. talar J\u00f3hann \u00c1g. Sigur\u00f0sson (2001) um \u201esv\u00e6sna ofvirkni\u201c. \u00c9g haf\u00f0i aldrei heyrt e\u00f0a s\u00e9\u00f0 \u00feetta l\u00fdsingaror\u00f0 fyrr um anna\u00f0 en kvef og a\u00f0ra sl\u00edka kvilla. J\u00f3hann, sem er l\u00e6knir, skilgreinir sj\u00fakd\u00f3msv\u00e6\u00f0ingu aftur \u00e1 m\u00f3ti \u00e1g\u00e6tlega og hann varar \u00ed raun vi\u00f0 henni: \u201eSj\u00fakd\u00f3msv\u00e6\u00f0ing felst me\u00f0al annars \u00ed \u00fev\u00ed a\u00f0 setja l\u00e6knisfr\u00e6\u00f0ilega sj\u00fakd\u00f3msgreiningu \u00e1 \u00fdmis vandam\u00e1l, sem eru \u00ed e\u00f0li s\u00ednu tengd l\u00edfsst\u00edl e\u00f0a e\u00f0lilegum tilfinningum svo sem sorg, vanl\u00ed\u00f0an, l\u00edfslei\u00f0a e\u00f0a \u00fdmiss konar vanm\u00e6tti\u201c.
7. Sem d\u00e6mi um mikilv\u00e6gi nafngiftar \u00e1 s\u00e9r\u00fe\u00f6rfum m\u00e1 nefna reglur J\u00f6fnunarsj\u00f3\u00f0s sveitarf\u00e9laga. Fram\u00acl\u00f6g vegna s\u00e9r\u00fearfa fatla\u00f0ra nemenda \u00ed grunnsk\u00f3lum eru \u201eveitt \u00e1 grundvelli ums\u00f3kna fr\u00e1 l\u00f6g\u00acheimilissveitarf\u00e9l\u00f6gum nemendanna og er \u00fea\u00f0 skilyr\u00f0i, a\u00f0 nemendur hafi veri\u00f0 greindir fatla\u00f0ir af greiningarstofnunum \u00e1 landsv\u00edsu og falli undir vi\u00f0mi\u00f0unarreglur J\u00f6fnunarsj\u00f3\u00f0s\u201c. \u00cd upphafi hvers sk\u00f3la\u00e1rs eru send br\u00e9f til sveitarf\u00e9laga um framl\u00f6g og vinnureglur (J\u00f6fnunarsj\u00f3\u00f0ur sveitarf\u00e9laga 2000).
8. H\u00e9r er skylt a\u00f0 geta stefnu stj\u00f3rnvalda um \u201es\u00e9rst\u00f6\u00f0u heyrnarlausra \u00ed sk\u00f3lakerfinu\u201c. Stu\u00f0la\u00f0 er a\u00f0 \u00fev\u00ed \u201ea\u00f0 \u00feeir f\u00e1i a\u00f0 nota \u00edslenska t\u00e1knm\u00e1li\u00f0 og a\u00f0 \u00feeir f\u00e1i kennslu \u00e1 t\u00e1knm\u00e1li\u201c, t.d. me\u00f0 \u201et\u00falka\u00fej\u00f3nustu \u00ed framhaldssk\u00f3lunum\u201c (menntam\u00e1lar\u00e1\u00f0uneyti\u00f0 2001a). \u00c1n \u00feess a\u00f0 \u00e9g treysti m\u00e9r til \u00feess a\u00f0 meta hvernig til tekst \u00feykir m\u00e9r \u00fe\u00f3 \u00f3h\u00e6tt a\u00f0 \u00e1lykta a\u00f0 h\u00e9r s\u00e9u menningarlegar \u00fearfir vi\u00f0urkenndar.
9. Fleiri r\u00e1\u00f0 sem h\u00fan nefnir eru a\u00f0 tala ekki ni\u00f0ur til nemenda, for\u00f0ast heiman\u00e1m, n\u00e1 augnsambandi \u00ed samt\u00f6lum vi\u00f0 nemandann og einkavi\u00f0t\u00f6l. B\u00e6\u00f0i Foreldraf\u00e9lagi\u00f0 og Ragna Freyja vi\u00f0urkenna a\u00f0 barn me\u00f0 AMO \u00feurfi s\u00e9rstaka a\u00f0sto\u00f0 vi\u00f0 a\u00f0 skipuleggja t\u00edma sinn. L\u00edklega er \u00fea\u00f0 \u00e1 hli\u00f0st\u00e6\u00f0an h\u00e1tt og laglaust barn hl\u00fdtur a\u00f0 \u00feurfa s\u00e9rstaka a\u00f0sto\u00f0 vi\u00f0 t\u00f3nlistarn\u00e1m.
<\/p>\r\n","protected":false},"excerpt":{"rendered":"
L\u00e6kna, laga og b\u00e6ta - Salamancahugsj\u00f3nin, einstaklingshyggja og sj\u00fakd\u00f3msv\u00e6\u00f0ing: Nemendur sem vi\u00f0fangsefni greiningar \u00e1 s\u00e9r\u00fe\u00f6rfum * N\u00fdlega birti t\u00edmariti\u00f0 Newsweek vi\u00f0tal vi\u00f0 Hank Ketcham, h\u00f6fund teiknimynda-hetjunnar Denna d\u00e6malausa. \u00cd vi\u00f0talinu bendir bla\u00f0i\u00f0 Ketcham \u00e1 a\u00f0 \u00ed dag s\u00e9 til \u00farlausn \u00e1 \u201evandam\u00e1li\u201c Denna; s\u00fa lausn s\u00e9 k\u00f6llu\u00f0 rital\u00edn. Ketcham br\u00e1st \u00f3kv\u00e6\u00f0a vi\u00f0 \u00feessu og kva\u00f0 […]<\/p>\n","protected":false},"author":1365,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[759],"tags":[],"class_list":["post-101","post","type-post","status-publish","format-standard","hentry","category-oflokkad"],"_links":{"self":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts\/101","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/users\/1365"}],"replies":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/comments?post=101"}],"version-history":[{"count":2,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts\/101\/revisions"}],"predecessor-version":[{"id":106,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts\/101\/revisions\/106"}],"wp:attachment":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/media?parent=101"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/categories?post=101"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/tags?post=101"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}