An Inclusive Classroom? A Case Study of Inclusiveness, Teacher Strategies, and Children's Experiences

Autor/inn/en	Nilholm, Claes; Alm, Barbro
Titel	An Inclusive Classroom? A Case Study of Inclusiveness, Teacher Strategies, and Children's Experiences
Quelle	In: European Journal of Special Needs Education, 25 (2010) 3, S.239-252 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Foreign Countries; Teaching Methods; Case Studies; Inclusive Schools; Mainstreaming; Accessibility (for Disabled); Classroom Research; Educational Strategies; Participant Observation; Student Attitudes; Teacher Attitudes; Interviews; Questionnaires; Poetry; Educational Practices; Sweden + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Inclusive school; Integrative Schule; Accessibility; Zugänglichkeit; Lehrstrategie; Teilnehmende Beobachtung; Schülerverhalten; Lehrerverhalten; Interviewing; Interviewtechnik; Fragebogen; Lyrik; Poesie; Bildungspraxis; Schweden
Abstract	A case study of what appears to be an inclusive classroom in Sweden is reported. The group of children in the class studied was very heterogeneous: five of the 15 children had a disability diagnosis at the time of the study. One aim of the study was to develop a methodology which can be used in order to investigate in what sense classrooms are "inclusive", especially as regards the point of view of the pupils. It is argued that an explicit definition of characteristics of inclusive classrooms and clear-cut methods to study those characteristics are necessary prerequisites in order to reach valid conclusions concerning what teaching strategies are central to inclusive processes. The data consist of interviews with the teachers and children involved, sociograms, a questionnaire answered by the children, notes from participant observations and poetry by the children. The analyses suggest that the classroom seems to be inclusive, although it is emphasised that this is not an all-or-none phenomenon, especially children's experiences are complex phenomena. It is argued that the teachers try to create a learning community where differences are valued. Six teacher strategies emerged from the data. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10