Ljusberg A-L
Department of Child and Youth Studies, Stockholm University, Stockholm, Sweden.
Child Care Health Dev. 2011 May;37(3):440-5. doi: 10.1111/j.1365-2214.2010.01178.x. Epub 2011 Jan 31.
An increasing number of segregating solutions (e.g. remedial classes) can be seen in Swedish schools. The aim of this article is to stress how children describe why they attend a remedial class and what it means to be a pupil in that setting.
The data collection consists of semi-structured interviews with 10 pupils between 10 and 12 years old attending 10 different remedial classes because they had been attributed with having concentration difficulties or diagnosed with attention deficit/hyperactivity disorder. The content of the interviews was described and analysed in relation to the classroom context. The socio-cultural perspective is used as a screen to describe and understand the children's comments about attending remedial class.
All interviews with the children indicate that they are carriers of their schools' compensatory perspective. This means that they are fully aware of the fact that they are regarded as difficult, with annoying and problematic behaviour, deviating from pupils' in general. The remedial class creates social difficulties for the children; they see themselves as deviant, they lose old friends and there are limited possibilities of establishing new friendship in remedial classes.
在瑞典的学校里，可以看到越来越多的隔离措施（例如补习班）。本文旨在强调孩子们如何描述他们参加补习班的原因，以及在这种环境下作为一名学生意味着什么。
数据收集包括对10名10至12岁的学生进行半结构化访谈，这些学生因被认为有注意力不集中的问题或被诊断患有注意力缺陷多动障碍而参加10种不同的补习班。访谈内容根据课堂背景进行描述和分析。社会文化视角被用作一个框架，以描述和理解孩子们对参加补习班的看法。
所有对孩子们的访谈表明，他们是学校补偿性观念的承载者。这意味着他们充分意识到自己被视为难管教的，有着令人厌烦和有问题的行为，与一般学生不同。补习班给孩子们带来了社交困难；他们认为自己与众不同，失去了老朋友，而且在补习班里建立新朋友的可能性有限。
