Joint reflection on action – a prerequisite for inclusive education? A qualitative study in one local primary/lower secondary school in Norway

Abstract

The main theme of this article is teachers' experiences of how joint reflection and common follow-up practices impact on the development of inclusive education. The study was conducted using an adapted letter method, where the teachers at one school in Norway answered some open questions by discussing and formulating a joint text. The results suggest that the teachers, who have previously participated in a national programme of school development, seem to have developed a broad understanding of inclusive education that entails meeting the diversity of needs of all pupils. They do not only consider inclusion to be a matter of placement, but also something that involves a social and an academic communality. One important finding is that joint reflection in a sharing culture engenders common frames of reference for the practical actions of inclusion. Teachers' own experiences suggest that joint discussion and reflection also play a central role in the efforts aimed at the inclusion of pupils with special educational needs.

Inside but still on the outside? Teachers’ experiences with the inclusion of pupils with special educational needs in general education

“…The lack of cooperation can also lead to teachers having fewer opportunities to exchange ideas and experiences through joint discussion and reflection, which in turn results in less mutual support and common follow-up practices vis-à-vis diverse learners (Lyons, Thompson and Timmons 2016;Bjørnsrud and Nilsen 2018).…”

“…In order to achieve such a synergy, learning how to work as a team member can be an important skill for breaking the habit of working alone as a teacher. By doing so, it may become clearer to teachers that they share the responsibility for both the problem and the solution (Carter et al 2009;Mitchell 2014, Bjørnsrud andNilsen 2018).…”

“…Research indicates that joint discussion and reflection among teachers promotes an understanding that inclusion is a shared responsibility of all teachers and that it requires collaboration. It fosters the exchange of experiences and ideas, and encourages mutual support and common follow-up practices among all teachers who teach a pupil with SEN (Lyons, Thompson and Timmoms 2016;Bjørnsrud and Nilsen 2018).…”

Prácticas Docentes para una Pedagogía Inclusiva en Educación Primaria: Escuchando las voces del Profesorado

“…Además, el docente se detiene a conocer a los estudiantes, fomenta interacciones positivas con y entre ellos (Yin, Huang y Chi, 2017) y es responsable de encontrar maneras de asegurar que exista un fuerte compromiso social y todos los niños sean felices, así como una variedad de experiencias ricas dentro y fuera del contexto escolar (Sheehy y Budiyanto, 2015). De esta manera, se posiciona como agente de cambio que puede transformar las escuelas al reflexionar individual y colectivamente sobre lo que hace (Juma, Lehtomäki y Naukkarinen, 2017;Bjørnsrud y Nilsen, 2019).…”

Co-teaching that works: special and general educators’ perspectives on collaboration

“…Pupils with special educational needs and disabilities (SEND) are increasingly taking part in mainstream education in many different cultural contexts (Booth & Ainscow, 1998;Clark, Dyson, & Millward, 2018;Florian & Linklater, 2010). However, numerous challenges have arisen in connection with general teachers' competencies when it comes to teaching children with SEND, and more importantly accommodating the existing curricula to their needs and abilities (Bjørnsrud & Nilsen, 2019). Thus, over the years it has become apparent that the diversity of learning abilities and needs requires pedagogical and instructional knowledge and skills that are above the training general teachers currently have (Florian & Linklater, 2010;Hedegaard-Sørensen & Tetler, 2011).…”