Teaching for Inclusion -- A Review of Research on the Cooperation between Regular Teachers and Special Educators in the Work with Students in Need of Special Support

Autor/inn/en	Paulsrud, David; Nilholm, Claes
Titel	Teaching for Inclusion -- A Review of Research on the Cooperation between Regular Teachers and Special Educators in the Work with Students in Need of Special Support
Quelle	In: International Journal of Inclusive Education, 27 (2023) 4, S.541-555 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paulsrud, David) ORCID (Nilholm, Claes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1846799
Schlagwörter	Inclusion; Literature Reviews; Educational Research; Teacher Collaboration; Regular and Special Education Relationship; Special Education Teachers; Barriers; Affordances; Teaching Methods; Consultation Programs; Team Teaching + Suchen Sie Ihr Suchwort? Inklusion; Bildungsforschung; Pädagogische Forschung; Lehrerkooperation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Fachberatung; Teamteaching
Abstract	This article presents a review of qualitative research on interprofessional cooperation between regular teachers and special educators published from 2005 to 2019. The aim of the review was to gain knowledge about how different forms of cooperation take shape and about factors at multiple levels that facilitate or constrain cooperation as a means of achieving inclusion. In total, 25 studies were selected. The results are discussed in relation to Thomas Skrtic's theory of bureaucracies within the school organisation in order to compare and analyse different forms of interprofessional cooperation and schools' organisations of special educational work. Cooperative teaching, special educational consultations and mixed forms of cooperation were found to entail different benefits and challenges related to communication and the cooperating actors' roles. Facilitating factors included personal chemistry, an equal distribution of power and responsibilities and support from the school management through provision of professional development and adequate planning time. In several studies, a flexible cooperation was argued to be hindered by curricular constraints and standardised testing. Education policy is therefore emphasised in this review as important for understanding the conditions under which school staff are responsible for inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01