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.
|Status||Udgivet - jun. 2016|
|Begivenhed||2016 International Summit on RTI and Inclusive Education - Coimbatore, Tamil Nadu, Indien|
Varighed: 8 jun. 2016 → 10 jun. 2016
|Konference||2016 International Summit on RTI and Inclusive Education|
|By||Coimbatore, Tamil Nadu|
|Periode||08/06/16 → 10/06/16|