To Örebro University

Notions of inclusion and democracy are distinguished, discussed and related to one another. Three notions of inclusion are discerned: weak inclusion, strong inclusion and inclusion as a dilemma. Whereas a weak notion of inclusion subscibes to a gereral idea of inclusion while at the same time allowing for exceptions, the strong notion supports inclusion as a firm principle. A dilemma perspective, on the other hand, to a larger extent involves the recognition of inclusion/exclusion as inherent characteristics of educational systems dealing with diversity. Four notions of democracy are discussed: rulegoverned, representative, participatory and deliberative. Relations between notions of inclusion and democracy are - tentatively - discussed. It is argued that the different models of democracy have implications vis-a-vis notions of inclusion and some of these implications are discussed.

This article critically explores a new institutional preschool arena which has the aim of teaching children whose first language is not Swedish the majority language before they start school. In addition to throwing light on socio-historical conditions which lead to establishment of these language preschools, the article focuses upon issues related to multilingualism and learning in everyday institutional settings. Analysis of empirical data from the late 1990s is presented in the form of an ethnographic day. We identify and discuss a theoretical and methodological tension between language as a cultural tool and the use of physical artefacts and tools in language focused activities to «teach» the majority language. The need for understanding all school settings as «language arenas» and exploring the «doing of multilingualism» are important, it is argued, in discussions regarding diversity and democracy.

Syftet med studien som redovisas här är att öka kunskapen om vad som händer när övergripande intentioner, vad avser specialpedagogisk verksamhet, gestaltas i en konkret praktik, nämligen en distanskurs anordnad av Specialpedagogiska institutet. Kursen var en utbildning i att skriva åtgärdsprogram. Vilka synsätt på specialpedagogik uttrycks i kursens material och hur betraktas elevers och föräldrars delaktighet? Hur konstrueras identiteter och vilka identiteter konstrueras i de åtgärdsprogram som skapas i kursen? Dessa frågor utgör utgångspunkter för de empiriska analyserna av kursen och dess material.