Interdisciplinary Collaboration as a Prerequisite for Inclusive Education

Autor/inn/en	Hedegaard-Soerensen, Lotte; Jensen, Charlotte Riis; Tofteng, Ditte Maria Børglum
Titel	Interdisciplinary Collaboration as a Prerequisite for Inclusive Education
Quelle	In: European Journal of Special Needs Education, 33 (2018) 3, S.382-395 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2017.1314113
Schlagwörter	Interdisciplinary Approach; Inclusion; Regular and Special Education Relationship; Team Teaching; Teacher Collaboration; Foreign Countries; Teaching Methods; Paraprofessional School Personnel; Special Schools; Workshops; Knowledge Level; Teacher Competencies; Documentation; Barriers; Special Education Teachers; Action Research; Denmark + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Inklusion; Teamteaching; Lehrerkooperation; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Special school; Sonderschule; Lernwerkstatt; Schulung; Wissensbasis; Lehrkunst; Dokumentation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Projektforschung; Dänemark
Abstract	This article reports on findings from a research project on interdisciplinary collaboration between mainstream school teachers and special school teachers. The aim of the research project has been to examine the knowledge of special school teachers and how this knowledge can contribute to the development of an inclusive learning environment in mainstream schools. Not as a simple task of transferring knowledge, but as a process of transforming knowledge through interdisciplinary collaboration and co-teaching. The design of the study is inspired by the notion of participation within action research as a research approach. Thus the thick data generated from reflective activities in the study design are analysed within a narrative and practice directed strategy of analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01