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Inclusion in practi...
Inclusion in practice : a matter of school culture
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- Tjernberg, Catharina (author)
- Stockholms universitet,Specialpedagogiska institutionen
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- Heimdahl Mattson, Eva, 1945- (author)
- Stockholms universitet,Specialpedagogiska institutionen
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(creator_code:org_t)
- 2014-03-26
- 2014
- English.
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In: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 29:2, s. 247-256
- Related links:
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https://urn.kb.se/re...
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https://doi.org/10.1...
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Abstract
Subject headings
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- The main aim of this study was to find out how reading and writing education can work successfully in practice without being exclusive. The teachers preferred heterogenous groups and emphasised the importance of various teaching methods and approaches so as to be able to deal with student diversity. They had a good theoretical foundation and the ability to link-up their theoretical knowledge with what they learned from experience to create action-oriented knowledge. The importance of each student being challenged in the next development zone was stressed. The teachers’ positive belief in their students’ ability and their commitment to the pedagogical process were other central factors. The successful results of the teachers’ work showed the importance of mentorship, co-operation with colleagues and continuous pedagogical discussions, led by a researching teacher, so as to promote the teachers’ own reflective ability. This created an inclusive school culture in which all the students felt they were competent, valued and never excluded.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Keyword
- inclusion
- exclusion
- reading and writing
- student diversity
- teacher quality
- professional development
- Pedagogiskt arbete
- Educational Work
- Specialpedagogik
- Special Education
- specialpedagogik
Publication and Content Type
- ref (subject category)
- art (subject category)
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