When Supporting Children with Disabilities is Both Including and Excluding: An Empirical Study on the Use of 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. Research indicates that the use of in-class support is a central pedagogical approach towards a more inclusive school, and that in-class supportive practices can entail positive implications for students with special educational needs. However, research also indicates that the application of in-class support may lead to more negative consequences for these students (Alborz, 2009; Blatchford et al., 2009; Blatchford, Bassett, Brown, & Webster, 2009; Dyssegaard & Larsen, 2013). The traditional understandings and definitions of inclusive education in a Danish educational context seem to be 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. The presentation will entail a discussion of 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
Publikationsdatojun. 2016
StatusUdgivet - jun. 2016
Begivenhed2016 International Summit on RTI and Inclusive Education - Coimbatore, Tamil Nadu, Indien
Varighed: 8 jun. 201610 jun. 2016

Konference

Konference2016 International Summit on RTI and Inclusive Education
LandIndien
ByCoimbatore, Tamil Nadu
Periode08/06/1610/06/16

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