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Inclusion in practice: a matter of school culture
Stockholm University, Faculty of Social Sciences, Department of Special Education.
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2014 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 2, 247-256 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2014. Vol. 29, no 2, 247-256 p.
Keyword [en]
inclusion, exclusion, reading and writing, student diversity, teacher quality, professional development
National Category
Educational Sciences
Research subject
Special Education
Identifiers
URN: urn:nbn:se:su:diva-102523DOI: 10.1080/08856257.2014.891336ISI: 000343600300009OAI: oai:DiVA.org:su-102523DiVA: diva2:710650
Available from: 2014-04-07 Created: 2014-04-07 Last updated: 2017-12-05Bibliographically approved

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Tjernberg, CatharinaHeimdahl Mattson, Eva
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