Facilitation as a tool for inclusive processes in classrooms: when teachers are supported in developing inclusive environments in practice

Charlotte Riis Jensen

Facilitation as a tool for inclusive processes in classrooms: when teachers are supported in developing inclusive environments in practice

Charlotte Riis Jensen

Aarhus University

Research output: Contribution to conference without a publisher/journal › Poster › Research › peer-review

Abstract

A Danish survey shows that teachers find 25 % of the students challenging and having behavior problems in a way that undermine the idea of inclusive education (Nordahl, 2011). Allan (2008) emphasizes furthermore that there seems to be some insecurity about how to develop inclusive environment within schools and how to arrange inclusive teaching. As a consequence several municipalities in Denmark have employed inclusive supervisors to assist teachers through in developing inclusive education.
My study concerns how dialectic processes between supervisors within the field of inclusive education and teachers influence on inclusive processes in the classrooms. Furthermore, my study focuses on strategies, methods and approaches that are used by the supervisors to support teachers in order to develop inclusive education.
I have studied four different facilitation settings with teachers and supervisors over a period from 4 month to 12 month.

Original language	English
Publication date	2015
Publication status	Published - 2015
Externally published	Yes
Event	43rd NERA conference March 4th 2015, Göteborg - Gøteborgs universitet, Gothenburg, Sweden Duration: 4 Mar 2015 → 6 Mar 2015 Conference number: 43rd

Conference

Conference	43rd NERA conference March 4th 2015, Göteborg
Number	43rd
Location	Gøteborgs universitet
Country/Territory	Sweden
City	Gothenburg
Period	04/03/15 → 06/03/15

Keywords

learning, educational science and teaching

Cite this

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title = "Facilitation as a tool for inclusive processes in classrooms: when teachers are supported in developing inclusive environments in practice",

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Facilitation as a tool for inclusive processes in classrooms: when teachers are supported in developing inclusive environments in practice. / Jensen, Charlotte Riis.
2015. Poster session presented at 43rd NERA conference March 4th 2015, Göteborg, Gothenburg, Sweden.

Research output: Contribution to conference without a publisher/journal › Poster › Research › peer-review

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AB - A Danish survey shows that teachers find 25 % of the students challenging and having behavior problems in a way that undermine the idea of inclusive education (Nordahl, 2011). Allan (2008) emphasizes furthermore that there seems to be some insecurity about how to develop inclusive environment within schools and how to arrange inclusive teaching. As a consequence several municipalities in Denmark have employed inclusive supervisors to assist teachers through in developing inclusive education. My study concerns how dialectic processes between supervisors within the field of inclusive education and teachers influence on inclusive processes in the classrooms. Furthermore, my study focuses on strategies, methods and approaches that are used by the supervisors to support teachers in order to develop inclusive education. I have studied four different facilitation settings with teachers and supervisors over a period from 4 month to 12 month.

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