Elementary and middle school teachers' capacity to create inclusive learning environments

• The overall aim of this symposium is to contribute with new knowledge about teachers' attitudes towards inclusive teaching of students with Neurodevelopmental Conditions (NDC) from pre-school to upper secondary school before, and after Lesson Study interventions. Assumptions from pragmatism are used as an overall theoretical lens. The studies follow a lesson study model, and take a standpoint in teachers' attitude and knowledge and their decisions as having impact on practical consequences and acting. By enhancing the awareness of teachers' understanding of how the students experience their school situation, the chance to make suitable changes for a positive learning experience is greater. In this symposium, three examples of how to enhance teachers' competence and attitudes to teach students with NDC in inclusive settings are presented.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

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

Nyckelord

Lesson study

inclusive education

neurodevelopmental conditions

intervention

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)