Didactic perspectives on creating inclusive learning environments

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Didactic perspectives on creating inclusive learning environments

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Publication Conference other
Title Didactic perspectives on creating inclusive learning environments
Author Ohlsson, Lisbeth
Date 2016
English abstract
Teachers often experience insecurity and challenges when confronted with inclusive education (Van de Putte & De Schauwer, 2013) and the didactic questions about content, aim and method in teaching become central. The present study is part of a three-year school improvement program in Sweden (http://www.ifous.se/programomraden-forskning/inkludering/). The aim of the study was to look into the didactic aspects of developmental processes in schools striving to create inclusive learning environments. The research questions concern the motives for the schools to engage in the project, the meaning expressed by the team members about didactics and learning, ways of documenting the work, evaluation of processes and plans for the future. The theoretical points of departure for understanding and analyzing the processes in question are taken in definitions of didactics as reflection and critical scrutiny of teaching and learning. The complexity of developing knowledge and skills as well as identity for students and for teachers is considered and the philosophical underpinnings of the study relates to the human being as a subject becoming “human among humans” through pedagogical action (Uljens, 2001). Assessment of learning outcomes as constructive and encouraging for motivation and self-esteem among students is contrasted to when used in a wrong way assessment and testing might have a detrimental effect on the person. Here, the translation of inclusive concepts and values into didactic action in an inclusive learning environment is a challenge, which the school teams in the study had to deal with. The methodological approach is inspired by on-going evaluation (Ahnberg, Lundgren, Messing & von Schantz Lundgren) in longitudinal developmental processes of school development and as a catalyst for change close to praxis and school context. Data was collected as dialogic interviews, documentation from the schools e.g. logbooks, plans, evaluations, questionnaires etc. presenting a wide variation in ways of documenting the processes during the project. The findings point to the importance for schools to continue and deepen processes already started. Didactics and learning was understood as making a difference for the students socially as well as knowledge wise for those who need special support as well as those who need more challenges in their studies. How to assess in an educative manner (Jönsson, 2008) is a central theme in the findings and so is a strong intention and conviction to continue the work. The space for didactic action is largely dependent on legitimacy through the school leaders and prerequisites such as time, competence development, trust, joy and inspiration, evaluation, analysis, and research based knowledge. Inclusive learning environment is dependent on knowledge about didactic praxis on a class room level in the Nordic countries as well as globally.
Conference
Social Justice, Equality and Solidarity in Education, Nordic Educational Research Association (NERA) (March 9-11, 2016 : Helsinki, Finland)
Link http://blogs.helsinki.fi/nera-2016/files/2014/09/Abstracts_NERA2016.pdf .Icon
Publisher NERA
Language eng (iso)
Subject Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/21548 Permalink to this page
Link http://blogs.helsinki.fi/nera-2016/... (external link to related web page)
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