Succeeding in Inclusive Practices in School in Norway -- A Qualitative Study from a Teacher Perspective

Autor/inn/en	Sigstad, Hanne Marie Høybråten; Buli-Holmberg, Jorun; Morken, Ivar
Titel	Succeeding in Inclusive Practices in School in Norway -- A Qualitative Study from a Teacher Perspective
Quelle	In: European Journal of Special Needs Education, 37 (2022) 6, S.1009-1022 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1997481
Schlagwörter	Foreign Countries; Inclusion; Student Diversity; Barriers; Equal Education; Students with Disabilities; Teacher Attitudes; Elementary School Teachers; Elementary Schools; Regular and Special Education Relationship; Educational Environment; Interpersonal Relationship; Individualized Instruction; Student Needs; Elementary School Students; Norway + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individualisierender Unterricht; Norwegen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01