摘要：Merk: Denne artikkelen ble publisert i tidsskriftet FOU i praksis. Tidsskriftet skiftet navn til Nordisk tidsskrift for utdanning og praksis i september 2019. Artikkelen diskuterer potensialet til Ungdomsbedrift (UB) som læringsaktivitet for elever med særlige behov. Studien bygger på dybdeintervjuer med to elever med særlige behov, som begge har deltatt i UB i skolesammenheng. I tillegg trekker vi inn data fra dybdeintervju med en lærer og bakgrunnsdata fra et gruppeintervju med foreldre. Vi diskuterer dataene i lys av litteratur om inkludering, og funnene viser at UB både utfordrer og gir muligheter for inkludering for elever med særlige behov. Det tydeligste funnet dreier seg likevel om inkluderingspotensialet. UB kan være en metode som styrker elevers selvverd og gir trening i sosialt samspill og deltakelse, noe vi ser som sentrale forutsetninger for å oppleve at man blir inkludert i et læringsfellesskap. Vi konkluderer med at UB ikke er noen «quick fix», men metoden har et interessant potensial når det gjelder inkludering av elever med særlige behov, mye fordi det praktiske fokuset og virkelighetsnære arbeidsoppgaver gir mulighet til å vektlegge andre kompetanser enn dem som tradisjonelt vektlegges i skolen. Fokuset kan derfor flyttes fra utfordringer over til at elever kan utvikle seg positivt både faglig og personlig. Sitér: Schofield, D., Valle, R. I. og Somby, H. M. (2018). Tidsskriftet FoU i Praksis, 12(2), 67–84. English abstract English title: Playing together and using yourself: Students with special needs and the experience of inclusion in the Company Programme This article discusses the potential of a mini-company method called the Company Programme (CP) as a learning activity for students with special needs. The study is based on in-depth interviews with two students with special needs, both of whom have participated in CP in a school context. In addition, we use data from an in-depth interview with a teacher, and draw on background data from a group interview with parents. The data is discussed in the light of theories on inclusion. The findings show that CP entails both challenges and opportunities for inclusion for students with special needs. The most obvious finding, however, concerns the potential for inclusion through CP: CP can be a method that contributes to strengt-hen students’ self-worth, and the students earn experience from social interaction and participation, which we regard as essential prerequisites for experiencing being part of a learning community. We conclude that CP is not a «quick fix», but the method has an interesting potential when it comes to inclusion of students with special needs. This has to do with the practical focus and realistic tasks, which emphasize competencies other than those traditionally emphasized in school. The focus can therefore be moved from constraints to possibilities, and students can develop both subject-related and personal skills and knowledge.
其他摘要：Note: This article was published in the journal FOU i praksis. The journal changed its name to Nordisk tidsskrift for utdanning og praksis in September 2019. English title: Playing together and using yourself: Students with special needs and the experience of inclusion in the Company Programme This article discusses the potential of a mini-company method called the Company Programme (CP) as a learning activity for students with special needs. The study is based on in-depth interviews with two students with special needs, both of whom have participated in CP in a school context. In addition, we use data from an in-depth interview with a teacher, and draw on background data from a group interview with parents. The data is discussed in the light of theories on inclusion. The findings show that CP entails both challenges and opportunities for inclusion for students with special needs. The most obvious finding, however, concerns the potential for inclusion through CP: CP can be a method that contributes to strengt-hen students’ self-worth, and the students earn experience from social interaction and participation, which we regard as essential prerequisites for experiencing being part of a learning community. We conclude that CP is not a «quick fix», but the method has an interesting potential when it comes to inclusion of students with special needs. This has to do with the practical focus and realistic tasks, which emphasize competencies other than those traditionally emphasized in school. The focus can therefore be moved from constraints to possibilities, and students can develop both subject-related and personal skills and knowledge. Citation: Schofield, D., Valle, R. I. og Somby, H. M. (2018). Tidsskriftet FoU i Praksis, 12(2), 67–84.
