“I feel like I don’t belong anywhere”: An Empirical study on the Significance of Inclusive In-Class Support in Danish Public Schools

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review

Abstract

A recent political decree in Denmark outlined an ambitious goal regarding the inclusion of students with special needs in the general education. 97% of the country’s students are to receive their education in the public school’s general education by 2020. The use of inclusive in-class support is a central pedagogical approach, and research indicate that the application of in-class support – as a collaborative pedagogical practice – has positive implications for students with special educational needs (Alborz, 2009; Blatchford et al., 2009; Blatchford, Bassett, Brown, & Webster, 2009; Dyssegaard & Larsen, 2013). However, I find that the traditional understandings and definitions of inclusive education in a Danish context are inadequate due to the fact, that the student’s subjective experience of being included is being neglected as a significant dimension of the notion of inclusion. Based on my doctoral studies the paper will discuss the implications of the use of inclusive in-class support in the Danish general education in relation to the student’s participation in the communities of the general educational setting, and the student’s subjective experience of being included.
OriginalsprogEngelsk
Publikationsdato2016
StatusUdgivet - 2016
BegivenhedComparative and International Education Society: Conference 2016 - Vancouver, Canada
Varighed: 6 mar. 201611 mar. 2016

Konference

KonferenceComparative and International Education Society
Land/OmrådeCanada
ByVancouver
Periode06/03/1611/03/16

Emneord

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