Udvikling af inkluderende læringsmiljøer - når samarbejde (ikke) er svaret

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningpeer review

Abstract

The chapter focuses on how collaboration within special education needs (SEN) and inclusionary practices in broader early years education takes place in – and across – early education and early care (ECEC). Analysis of collaborative processes demonstrate that collaboration does not solve the challenges of developing inclusive learning environments to support children with special needs to be a participator in these learning environments to a very high degree. Analysis also show that the traditional understanding of SEN is dominating in collaborative processes, and that, the general understanding of professional work related to SEN is mainly directed towards strategies targeting and compensating for the needs of the individual child, and that these strategies seldom involve changes in actual professional practice of educators and social workers, including their collaborative methods. Consequently, collaborative processes result in an exclusion rather than an inclusion process.
Based on findings from the research project ‘Approaching Inclusion’ (2016-2020) (Hansen, et al. 2020b), we propose an understanding of collaboration that succeeds in creating new spaces and places for all children, which is the overall goal of collaboration according to inclusion.
Bidragets oversatte titelUdvikling af inkluderende læringsmiljøer - når samarbejde (ikke) er svaret
OriginalsprogEngelsk
TitelSpecial Education in the Early Years - Perspectives on Policy and Practice in the Nordic Countries
ForlagSpringer
StatusUnder udarbejdelse - 2021

Emneord

  • Læring, pædagogik og undervisning
  • Skoler, fag og institutioner

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