NERA 2021: Hope and Education

Beskrivelse

Inclusive Education
Paper presentation
Inclusive subject teaching - a litterature review (Work in progress)
Research aim Until now focus has been primarily on the social dimension of inclusion while knowledge on academic inclusion is sparse and has not been investigated systematically.

This study focuses on a literature review investigating knowledge on academic inclusion in the subjects math and L1.
Theoretical framework Inclusion has a two-sided focus on both a social and an academic dimension. The
social dimension focuses on the pupil’s experience of participation in the community and methods to support pupil’s personal and social challenges. The academic dimension concerns the teacher’s didactic skills, and the pupil’s experience of being able to take part in subject lessons and gain better achievement (Plaugborg, 2011; Tetler, 2000). Since primary education is organized through subject teaching, knowledge on academic inclusion is important.
Research design Research questions and protocol were designed before article search. The review is completed as a Rapid Evidence Assessment (REA). The timespan was limited to 2000 - 2020 and English or Scandinavian languages. Databases were: ERIC, PsycInfo, ERC and TRC as well as Idunn og LibrisUppsök.
In- and exclusions criteria will be set on the basis of the RQ. Articles will be screened first by title and abstracts then full text followed by final data extraction. Covidence review tool will generate metadata.
Expected findings Since this is work-in-progress we have limited findings. So far, our search points to the fact that only very few studies have investigated academic inclusion and that studies seem to have been carried out in Nordic countries and Germany when it comes to math. Research in L1 seems to have its origin in the US. Our preliminary results show that there seems to be different teaching didactics and academics content choices in the two subjects. Academic inclusion in math seems to focus on experimental math and tasks with more than one solution (Lindenskov & Lindhardt 2020). On the contrary, clear structure of the
lessons and working with model texts seems to promote academic inclusion in L1 teaching (Martin & Rose, 2011).
Relevance Inclusion of students with different learning requirements is a challenge in alle Nordic countries. Knowledge on the academic dimension is important to develop inclusive subject teaching as a way to gain better academic results for all students leading to a more democratic society.

Periode	3 nov. 2021 → 5 nov. 2021
Begivenhedstype	Konference
Grad af anerkendelse	International