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Succeeding in inclusive practices in school in Norway - A qualitative study from a teachers perspective

Permanent lenke
https://hdl.handle.net/10037/23824
DOI
https://doi.org/10.1080/08856257.2021.1997481
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article.pdf (651.7Kb)
Publisert versjon (PDF)
Dato
2021-11-03
Type
Journal article
Tidsskriftartikkel
Peer reviewed

Forfatter
Sigstad, Hanne Marie Høybråten; Buli-Holmberg, Jorun; Morken, Ivar
Sammendrag
The present study examined inclusive practices in school by studying how teachers realise inclusion in a school for all. The study was based on ten qualitative focus group interviews with approximately 40 teachers from one selected primary school. A thematic, structural analysis was used to identify the themes. The analysis was conducted using a combination of a data-driven and a deductive process. The results indicate that inclusive practices centred around the teachers’ efforts to achieve inclusion by organising teaching, establishing a sense of belonging to the community, developing social competence, and facilitating academic achievement. Differentiation in meeting students’ diversity appeared to be the largest challenge to success. Despite various barriers, satisfactory inclusive practices depend on close collaboration, where teachers work to facilitate equal education and foster belongingness in an enriching learning environment in which their students have experience achieving their individual goals.
Forlag
Routledge
Sitering
Sigstad, Buli-Holmberg, Morken. Succeeding in inclusive practices in school in Norway - A qualitative study from a teachers perspective. European Journal of Special Needs Education. 2021
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  • Artikler, rapporter og annet (UB) [3245]
Copyright 2021 The Author(s)

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