Læring i inkluderende klasserum: Når eleverne gives stemme

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Læring i inkluderende klasserum: Når eleverne gives stemme

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dc.contributor.author Tetler, Susan
dc.contributor.author Baltzer, Kirsten
dc.date.accessioned 2010-12-27T13:47:56Z
dc.date.available 2010-12-27T13:47:56Z
dc.date.issued 2009
dc.identifier.citation 61-79 en
dc.identifier.isbn 978-91-7104-114-2
dc.identifier.issn 1653-1868
dc.identifier.uri http://hdl.handle.net/2043/11297
dc.description.abstract The purpose of this article is to highlight the kind of knowledge about classroom climate, learning conditions and learning management, gained by giving voices to the students concerned. Drawing on international meta-reviews on main factors, supportive for learning processes, the article discusses the implications for the design of research tools adapted for young students with significant disabilities (in terms of why, what and how to ask those students). The article is based on a Danish study, dealing with the learning experiences of 26 students with disabilities, and a small segment of a large data set from that study has been selected to illustrate how students with disabilities characterize their learning environment, including their experiences of student membership. The analysis indicates that young students with disabilities are able to participate in a semi-structured group interview. Finally, the article argues for using this ‘research tool’ as a tool for teachers to gain more substantial knowledge about their students’ motives and incentives. en
dc.language.iso dan en
dc.publisher Lärarutbildningen, Malmö högskola en
dc.subject.classification Humanities/Social Sciences en
dc.title Læring i inkluderende klasserum: Når eleverne gives stemme en
dc.type Article, peer reviewed scientific en
dc.identifier.paperprint 0 en
dc.contributor.department Malmö University. School of Teacher Education
dc.subject.srsc Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education en
dc.relation.ispartofpublication Educare;4 en
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