Inclusive and Individually Adapted Education in Norway Results from a Survey Study in Two Municipalities Focusing the Roles of Headteachers, Teachers and Curriculum Planning

Autor/inn/en	Buli-Holmberg, Jorun; Nilsen, Sven; Skogen, Kjell
Titel	Inclusive and Individually Adapted Education in Norway Results from a Survey Study in Two Municipalities Focusing the Roles of Headteachers, Teachers and Curriculum Planning
Quelle	In: International Journal of Special Education, 29 (2014) 1, S.47-60 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Foreign Countries; Teacher Surveys; Principals; Compulsory Education; Inclusion; Individualized Instruction; Curriculum Development; Introductory Courses; Mail Surveys; Teacher Attitudes; Positive Attitudes; Feedback (Response); Teacher Role; Administrator Role; Teaching Methods; Student Needs; Questionnaires; Total Quality Management; Student Evaluation; Special Needs Students; Elementary School Students; Elementary School Teachers; Secondary School Students; Secondary School Teachers; Norway + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Schulpflicht; Inklusion; Individualisierender Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Einführungskurs; Erhebungsinstrument; Lehrerverhalten; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Quality management; Qualitätsmanagement; Schulnote; Studentische Bewertung; Sonderpädagogischer Förderbedarf; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Norwegen
Abstract	This article aims to throw light on how the intentions behind inclusive and individually adapted education in Norwegian compulsory schools are followed up in practice with regard to central aspects of the roles of headteachers, teachers and curriculum planning. The study was carried out as a postal survey of compulsory school teachers in two municipalities. When the results are viewed as a whole, it is evident that some of the teachers have positive assessments of their own practice with regard to various aspects of inclusive and individually adapted education. However, there are a large number of teachers who have not given such positive feedback. In the majority of cases, less than half of the teachers agree with the category to a large degree in their responses. Thus, there appears to be a clear need in the role of headteachers, teachers and curriculum planning for further development in order to gain understanding for and realise the intentions of inclusive and individually adapted education. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10