The structured classroom
2011 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 15, no 2, 195-210 p.Article in journal (Refereed) Published
The aim of this article is to highlight the organisation of the remedial classroom. The data were collected from observations and semi-structured interviews with 10 teachers in remedial classes for children seen and treated as having concentration deficits. The teachers use primarily compensatory language that places the deficits in the pupils. Something appearing both in the interviews and in the organisation of the classroom is the structured classroom. In the remedial class it can be expresse by dividing the pupils’ working place areas with screens or turning the pupils’ desks toward a bare wall, and strongly structuring the teaching. By pointing out the problem as pupils’ social deficits, the schools reduce their agency. The goal of remedial classes is that the pupils will return to the ordinary class. This article suggests that what pupils in remedial classes learn primarily is to be a pupil in a remedial class.
Place, publisher, year, edition, pages
2011. Vol. 15, no 2, 195-210 p.
remedial class, classroom climate, agency, teacher interviews
Research subject Child and Youth Science
IdentifiersURN: urn:nbn:se:su:diva-25743DOI: 10.1080/13603110902763433ISI: 000288670500001OAI: oai:DiVA.org:su-25743DiVA: diva2:200408