Inclusion and special needs education

Hausstätter, Rune Sarromaa; Vik, Stine

doi:10.4324/9780367810368-3

Cited by 9 publications

(21 citation statements)

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“…The vision of inclusion formulated in these declarations aligns with the general principle for special education in ECEC. It is docking into the fundamental need to be valued and feelings of being a member of a social group as essential in children's everyday life (Haustätter and Vik, 2021). Therefore, inclusion cannot be limited to access to ECEC.…”

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confidence: 99%

Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

2023

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IntroductionIn order to provide opportunities for high-quality early childhood education and care for each child, inclusive settings need to develop and sustain their potential to enable participation in terms of attendance and involvement for diverse groups of children. In 2015–2017, the European Agency for Special Needs and Inclusive Education completed a project on inclusive early childhood education, focusing on structures, processes, and outcomes that ensure a systemic approach to high-quality inclusive early childhood education. Within the project, a self-reflection tool for improving inclusion, the Inclusive Early Childhood Education Environment Self-Reflection Tool (ISRT), was developed. For purposes of future implementation of the ISRT, the present study focused on the teachers' perspective regarding the ISRT's potential to contribute to enabling all children's participation, defined as attending and being actively engaged in the activities in early childhood education and care. The specific aim was to explore Swedish preschool teachers' perceptions of the ISRT based on their experiences of applying the tool.MethodsTwelve preschool teachers participated in semi-structured interviews about their experiences of applying the tool. The interviews were analyzed with a thematic analysis.ResultsThe thematic analysis resulted in three main themes concerning the teachers' perception of (1) the construction of the ISRT, (2) the time required for using the tool, and (3) the tool's immediate relevance for practice. Each of these themes contained both negative and positive perceptions of the tool.DiscussionBased on the negative and positive perceptions identified in the three main themes, future research and development of the ISRT in Swedish preschools are discussed. On a general level, the results are discussed in relation to the implementation of the ISRT in terms of acceptability, appropriateness, and feasibility.

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confidence: 99%

Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

2023

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“…Such an interpretation potentially draws a complicated picture of SEN as something negative that must be reduced in order to minimise the differences between normal and "special" students [39].…”

Section: Discussionmentioning

confidence: 99%

“…As such, it can be assumed that a multitude of interpretations for legislative and strategic documents in various regions may lay foundations for implications for achieving a more equitable and holistic education system in the country as a whole. Still, this fact does not give us a reason to reject inclusion and inclusive education as a goal for human beings, in order to increase the sense of belonging, and of feeling valued, to a social group [39].…”

Section: Discussionmentioning

confidence: 99%

Inclusion and Inclusive Education in Russia: Analysis of Legislative and Strategic Documents at the State Level between 2012–2014

Hanssen,

Alekseeva

2024

Education Sciences

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Inclusive education is an important foundation of many societies, including the post-Soviet countries. It has been more than ten years since the official implementation of inclusion in Russia. However, the inclusive education system has not developed enough to be equally supported everywhere throughout the country, and is marked by controversial views on legal regulation and inclusive strategies. The purpose of this article is to examine inclusion and inclusive education, mainly for students with special educational needs, as understood in the educational policy. The data consist of legislative and strategic documents on the state level between 2012 to 2014. The data analysis was based on a qualitative content analysis. The analysis indicated two main themes: the subtle expression and lack of a definition for inclusion, and an inconsistent expression and definition of inclusive education. The results point to the necessity of encouraging discussions as well as reflections with respect to articulating and defining what inclusion is and how Russia can create an effective strategy for the further development of inclusive education.

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“…We have argued that social inclusion in class touches upon the most important social aspects of human life-the experience of being valuable and the sense of belonging to a social group [1][2][3]. Other research identifies students with SEN as a vulnerable group according to social inclusion because of low levels of confidence and self-esteem [21].…”

Section: High Inclusion Of Students With Senmentioning

confidence: 98%

“…Inclusion represents a crucial step in societies that are moving towards democracy, social justice, and equity. Several authors have claimed that inclusion touches upon the most important social aspects of human life: the experience of being valuable and the sense of belonging to a social group [1][2][3]. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), as well as UN Sustainable Development Goal 4, which is to ensure inclusive and equitable quality education and promote lifelong learning for all [4], inclusion and inclusive education are among the goals of most European school systems [5].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Experiences of Inclusion in Classroom Settings

Lagestad,

Tverbakk,

Valle

et al. 2023

Education Sciences

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Inclusion, as a general term, touches upon the most important social aspects of human life—the experience of being valuable and the sense of belonging. The aim of the study was to examine the assessments of teachers at dyslexia-friendly schools (DFS) on how their students are being included and accepted by other students in class, and if these experiences differ between teachers that work in primary schools, secondary schools, and upper secondary schools. A questionnaire was administered to 433 teachers in Norway working at ordinary schools that were certified as DFS. A main finding was that almost all of the teachers reported a high, or very high, acceptance of differences regarding social and intellectual skills among students with special educational needs (SEN). Our findings about the high levels of social inclusion among students with SEN in DFS point towards the importance of including students with SEN in ordinary classes, not in special schools. Another main result was that teachers from primary schools reported a higher level of inclusion among SEN students than teachers from secondary schools. We argue that an explanation of this finding is that teachers working in primary schools have a relatively greater focus on inclusion in their teacher education. Other explanations may be a lower number of SEN students at primary schools, and that students at secondary schools experience environmental and biological changes that may affect their inclusion. In accordance with previous research, we find that in terms of inclusion in the classroom, the teacher’s role and behavior are of critical importance.

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Inclusion and special needs education

Cited by 9 publications

References 0 publications

Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

Inclusion and Inclusive Education in Russia: Analysis of Legislative and Strategic Documents at the State Level between 2012–2014

Teachers’ Experiences of Inclusion in Classroom Settings

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