Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment

Kendall, Lynne

doi:10.1080/03004279.2018.1520278

Cited by 6 publications

(7 citation statements)

References 47 publications

(48 reference statements)

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“…In addition, participants were also asked to reflect on their knowledge about the disorder and this may have contributed to their views about children with neurodevelopmental disorders being educated within a mainstream school. Indeed, recent studies that focused on attitudes of stakeholders towards inclusive education have shown that both parents and teachers had concerns with regards to the level of knowledge and understanding of mainstream school staff and the need for more training in order to support children with neurodevelopmental disorders in the classroom (Roberts & Simpson, 2016;Kendall, 2018).…”

Section: Discussionmentioning

confidence: 99%

Views of professionals about the educational needs of children with neurodevelopmental disorders

Herwegen¹,

Ashworth²,

Palikara

2019

Research in Developmental Disabilities

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Section: Discussionmentioning

confidence: 99%

Views of professionals about the educational needs of children with neurodevelopmental disorders

Herwegen¹,

Ashworth²,

Palikara

2019

Research in Developmental Disabilities

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“…undervisningen tillgänglig för alla. Länkningen mellan undervisningens tillgänglighet och lärande står därför i nära relation till både lärares attityder, vad som erbjuds att lära och hur lärande iscensätts (Kendall, 2019;Lo, 2012). Det betyder att det är önskvärt med ett starkare fokus på mikronivån, vilken av Ramberg och Watkins (2020) identifieras som det som sker på klassrumsnivån och "hur organisationen av lärandet hanteras, hur lärare kan möta alla individuella behov, samt lärares attityder till inkluderande miljöer" (s. 89, min övers.).…”

Section: Inledningunclassified

“…Inkluderande undervisning kan även förstås i termer av närvaro, delaktighet och framsteg (Ramberg & Watkins, 2020). Kendall (2019) som har ett mer holistiskt sätt att se på frågan menar att när elevers individuella behov stöds inom den vanliga skolmiljön, påverkas synen på inkludering. Kendalls holistiska perspektiv kan liknas vid Göransson och Nilholms (2014) och Nilholms (2021a) definition av inkludering där alla elevers behov blir tillgodosedda med betoning på gemenskapsinkludering.…”

Section: Inledningunclassified

“…Detta ställer dock krav på tillgänglighet inom den grundläggande utbildningen, vilket innebär att alla elever ska få likvärdiga förutsättningar att ta del av lärande och gemenskap i hela lärmiljön (Specialpedagogiska skolmyndigheten, 2019). Utifrån denna förståelse finns en länkning mellan undervisningens tillgänglighet och lärandets fokus, som står i nära relation både till lärares attityder, vad som erbjuds att lära och hur lärande iscensätts (Kendall, 2019;Lo, 2012). Studierna i avhandlingen visar att det varit utmanande att titta på innehållet i relation till elevernas kunnande på det sätt som skett, till exempel avseende hur man som lärare kan förstå svårighetsgraderna i undervisningsmaterialet och därmed förutse vad som kan bli problematiskt i elevernas lärande (studie 2, Lelinge, accepterad).…”

Section: Diskussionunclassified

“…Om inte lärare delar forskarnas intresse för forskningsfrågor innebär det en risk för att forskningsresultat inte når ut till praktiken (SOU 2018:19). Därför behöver vi förstå relationen mellan länkningen, undervisningens tillgänglighet och lärande, samt hur detta står i förhållande både till lärares attityder, vad som erbjuds att lära och hur lärandet iscensätts (Kendall, 2019;Lo, 2012;.…”

Section: Diskussionunclassified

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Kollaborativ professionell utveckling för innehållsinkluderande undervisning: praktikutvecklande klassrumsforskning

Lelinge¹

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In the present thesis, four studies are included within the scientific discipline of pedagogy and collaborative professional development research field—the thesis is based on a practice-based research approach. This thesis addresses identified problems in previous research and large-scale studies such as the OECD study Teaching and Learning International Survey (TALIS) and school leaders’ and teachers’ attitudes. Furthermore, the need to design teaching that is content-inclusive and accessible to all students. The study’s overall question is: What factors of importance for promoting content-inclusive teaching emerge in the studies? Since the thesis aims to contribute with knowledge of how collaborative professional efforts can support teachers’ understanding of developing inclusive teaching in the classroom regarding the accessibility of teaching content for all students, the theoretical perspective is motivated by a cultural-historical perspective as an overall theoretical framework. Within the cultural-historical perspective, situated learning and communities of practice (CoP) are in the foreground. The framework of variation theory has been chosen to analyse which teaching content the students are offered to distinguish. The articles used both specific subject content to show how conditions for inclusive teaching can contribute to increased availability of the content knowledge and more comprehensive studies of how teachers’ collaborative competence can contribute to increased accessibility. Finally, teachers’ perspectives and experiences are in the foreground. The design of the four studies is based on a mixed-methods approach. That means the design of the thesis used qualitative and quantitative methods, both individually and in combination, in the different studies. Since two-year time perspective, it is defined as a longitudinal process. The synthesis describes the factors necessary for promoting content inclusion that has been highlighted in the dissertation studies. Three factors have been identified in the dissertation’s results of significance for how collaborative professional efforts can support teachers’ understanding of developing inclusive teaching in the classroom regarding the teaching content’s accessibility for all students: 1. Development of CoP with a focus on content-inclusive teaching 2. Collaborative professional development that challenges teachers’ views on inclusive teaching 3. Analysis of intentional and enacted teaching to identify what is inclusive Within the framework of the studies the dissertation consists of, the results show that the cyclical classroom models, Lesson and Learning study, have contributed to the teachers gaining an in-depth understanding of which aspects have been particularly successful in developing their teaching design. The studies show factors that are important for promoting content-inclusive teachings, such as when the entire teaching team takes collective responsibility for content-focused teaching and is given time for collaborative professional development. Another factor is that teachers are given the opportunity to develop their ability to analyse how teaching can be planned and implemented to identify what contributes to inclusive teaching, where the content and learning situation is put in the foreground. This change has meant a higher focus on the availability of teaching content to all students, compared to a previous focus on individual students’ need for special support. The present dissertation results can be seen as a contribution to practicebased professional development research where researchers’ and teachers’ joint competence is the basis for systematically and structurally approaching the object of learning, thereby reducing the gap between theory and practice.

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Inclusion of children with disabilities in primary schools and kindergartens in Jordan

Al-Hassan

Al-Hassan²,

Almakanin

et al. 2022

Education 3-13

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Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment

Abstract: The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

Cited by 6 publications

References 47 publications

Views of professionals about the educational needs of children with neurodevelopmental disorders

Views of professionals about the educational needs of children with neurodevelopmental disorders

Kollaborativ professionell utveckling för innehållsinkluderande undervisning: praktikutvecklande klassrumsforskning

Inclusion of children with disabilities in primary schools and kindergartens in Jordan

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