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The Search for Successful Inclusion
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science. Växjö University, Faculty of Humanities and Social Sciences, School of Education.
2017 (English)In: Disability, CBR & Inclusive Development, ISSN 2211-5242, E-ISSN 2211-5242, Vol. 1, no 1, 142-160 p.Article in journal (Refereed) Published
Abstract [en]

Purpose: This study primarily aimed to find the factors which can facilitate or,

alternatively, hinder inclusion efforts.

Method: Results from a number of student theses, which dealt with common

issues in the area of inclusion of pupils with special needs, were brought together

systematically. The method has been called area-delimited meta-study, where

increased validity and generalisability are expected to strengthen development

at the schools where the thesis work is carried out. A total of 18 thesis projects

with a representation of 24 classrooms were included. The results of these

projects have been categorised with the help of two models, positive and negative

labelling, as well as inner and outer inclusion capital.

Results: The respondents in the various studies were quite positive towards

inclusion. The teachers stated that inclusion offers a range of possibilities even

if problems often occur during implementation. For efforts to succeed, personnel

should internalise the values intrinsic to inclusion. Staff knowledge, perception

and empathy are examples of the inner inclusion capital necessary to achieve

the goal of inclusion. Courage, self-confidence and self-awareness are additional

factors that are essential for success. Outer inclusion capital such as clear

leadership and effective teamwork are conditions that promote inclusion.

Conclusion: Based on the results, it would be logical to invest in the positive

labelling factors that are identified and at the same time work towards minimising

the negative factors. The work can be further developed with area-delimited

meta-studies, and future thesis projects could be initiated with a structure that

is more participatory and action-oriented.

Limitations: One problem in evaluating the circumstances around inclusion

is that the respondents' interpretation of the definition of the word inclusion

may vary. Even the experience of how inclusion works can differ between the

teachers involved in the study. Despite these difficulties, the overall results

provide a robust picture of the problems and opportunities that fit within the

area. Differences in teacher interpretation could also be an important element

for the research.

Place, publisher, year, edition, pages
2017. Vol. 1, no 1, 142-160 p.
Keyword [en]
Inclusion, integration, positive and negative labelling, inclusion capital, pupils in need of special support.
National Category
Social Sciences
Research subject
Pedagogics and Educational Sciences, Special Education
Identifiers
URN: urn:nbn:se:lnu:diva-65210OAI: oai:DiVA.org:lnu-65210DiVA: diva2:1108751
Available from: 2017-06-13 Created: 2017-06-13 Last updated: 2017-06-13

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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  • vancouver
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Language
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