Swedish Classroom Communities Including Learners with Mild Intellectual Disabilities : Lower Secondary School

• According to the Salamanca declaration and framework (UNESCO, 1994) each country should strive to establish an inclusive school where all children can be together in the same school system, in regular classrooms with a customized education in community with others. Despite all children's right to a meaningful and equivalent teaching, categorizations of children with disabilities still occur and in Sweden there is a low degree of inclusion in regular school for pupils with intellectual disabilities (Education, 2012). For these reasons, it is of importance to increase knowledge about and investigate how classroom environments can be inclusive and provide a challenging and meaningful education for all. This chapter discusses inclusive education for children with mild intellectual disability (MID) and how teachers can work to enable learning for all pupils in their classroom. Examples will be given from field notes of different teaching sessions in lower secondary school in Sweden.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Classroom environments

inclusive education

lower secondary school

mild intellectual disability

Didactics

didaktik

Publikations- och innehållstyp

ref (ämneskategori)

kap (ämneskategori)