Lärare och Lærer - en studie kring svenska och danska lärares syn på elever med intellektuella funktionshinder och deras undervisning under 1960-talet.

Abstract

This comparative study explores Swedish and Danish teachers’ perspectives on students with intellectual disabilities and their education. The research focuses on the 1960s, a pivotal decade marked by paradigm shifts from medical to socio-constructivist views on intellectual disabilities. Through qualitative text analysis of articles from the Nordic Journal of Special Education (Nordisk tidskrift för specialpedagogik), this study examines how teachers described these students, the prevailing norms versus perceived deviations, and their proposed teaching strategies. The analysis reveals primarily commonalities between the two countries, shedding light on how societal and educational reforms influenced teachers’ attitudes and methodologies. The findings underscore the role of teachers in shaping the educational experiences and social inclusion of students with intellectual disabilities, contributing to broader discussion on normality, deviation and educational equality.