The Norwegian Educational Psychological Service:

Moen, Torill; Rismark, Marit; Samuelsen, Anne Sofie; Sølvberg, Astrid M.

doi:10.18261/issn.1891-5949-2018-02-02

Cited by 14 publications

(11 citation statements)

References 7 publications

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“…PP-tjenestens rolle og funksjon er grundig belyst innenfor norsk utdanningsforskning Cameron & Tveit, 2020;Fylling & Handegård, 2009;Moen et al, 2020;Tveitnes, 2018). Forskningen har på en systematisk måte undersøkt samhandlingen mellom laerere og PP-rådgivere og forutsetningene for at slikt samarbeid skal lykkes (Moen, 2013), samt PP-tjenestens utfordringer med å balansere sakkyndighetsarbeid med systemrettet arbeid Tveitnes, 2018).…”

Section: Teoretiske Perspektiver Og Sentrale Begreperunclassified

Inkluderende praksis i barnehage og skole – erfaringer fra SUKIP-prosjektet

Ohna¹,

Mjøs²

2023

Kompetanse for Inkluderende Praksis. Et Innovasjonsprosjekt Om Samarbeid Mellom Barnehage/Skole Og PP-tjenesten

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This chapter presents how inclusive practice appears in the SUKIP project. A widely used definition of inclusion within the field of education emphasises that inclusion is about increasing children and young people’s participation in kindergarten and school and reducing exclusion from the kindergarten’s and school’s culture, curricula and community. Today, more than 25 years after the Salamanca Statement, inclusive education is established as a central concept within the field of education in Norway as well as the rest of the world. At the same time, inclusion is a multi-faceted concept that must be understood in its socio-cultural context. The chapter presents the concept of participation and why the SUKIP project has chosen to use inclusive practice as a general term. It then analyses how inclusive practices are understood and used in a kindergarten and a school. The discussion focuses on the dimensions individual and community: the particular and the general; participation in play and learning; and that work on inclusion must involve all staff. The chapter ends with some reflections based on the findings.

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Section: Teoretiske Perspektiver Og Sentrale Begreperunclassified

Inkluderende praksis i barnehage og skole – erfaringer fra SUKIP-prosjektet

Ohna¹,

Mjøs²

2023

Kompetanse for Inkluderende Praksis. Et Innovasjonsprosjekt Om Samarbeid Mellom Barnehage/Skole Og PP-tjenesten

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Section: Teoretiske Perspektiver Og Sentrale Begreperunclassified

Kompetanse for inkluderende praksis. Et innovasjonsprosjekt om samarbeid mellom barnehage/skole og PP-tjenesten

2023

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“…For det første ser vi klart at PP-tjenesten må oppleve samarbeidet med skolen som likeverdig for å erfare laering og utvikling i prosjektet. En slik forutsetning samsvarer med det forskning rundt PP-tjenestens rolle i samarbeid med skole og barnehage viser Cameron & Tveit, 2020;Fylling & Handegård, 2009;Moen et al, 2020;Tveitnes, 2018).…”

Section: Oppsummerende Diskusjonunclassified

Inklusionsudviklende samarbejde med elever: Erfaringer fra et Erasmus-projekt

Hedegaaard-Sørensen¹

2023

Kompetanse for Inkluderende Praksis. Et Innovasjonsprosjekt Om Samarbeid Mellom Barnehage/Skole Og PP-tjenesten

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The article conveys findings from an international Erasmus project ’ReHaRe’ (Messiou & Ainscow, 2020), where researchers from five countries have collaborated to establish a collaboration on teaching between children and teachers in relation to increasing student participation in teaching. We have focused on the teaching planning itself and have tested new forms of cooperation between children and adults. We investigate how children can be involved in educational planning with a focus on reducing barriers to participation. The chapter is divided into two. In the first part, I explain how we have found that involving children in teaching planning and evaluation – listening to and giving children an influence on the teaching – increases the participation of children who are otherwise difficult to reach. In the second part, I show how a project focusing on collaboration with children on educational development can be a response to the way international agendas on testing, professionalism and evaluation challenge more ethically rooted inclusion approaches. I show that in schools where a subject-professional and learning-focused approach is prioritized as a school cultural practice, it can be challenging and ethically problematic to experiment with teaching development in collaboration with children.

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The Norwegian Educational Psychological Service:

Cited by 14 publications

References 7 publications

Inkluderende praksis i barnehage og skole – erfaringer fra SUKIP-prosjektet

Inkluderende praksis i barnehage og skole – erfaringer fra SUKIP-prosjektet

Kompetanse for inkluderende praksis. Et innovasjonsprosjekt om samarbeid mellom barnehage/skole og PP-tjenesten

Inklusionsudviklende samarbejde med elever: Erfaringer fra et Erasmus-projekt

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