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ERIC Number: EJ892121
Record Type: Journal
Publication Date: 2010-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0885-6257
An Inclusive Classroom? A Case Study of Inclusiveness, Teacher Strategies, and Children's Experiences
Nilholm, Claes; Alm, Barbro
European Journal of Special Needs Education, v25 n3 p239-252 Aug 2010
A case study of what appears to be an inclusive classroom in Sweden is reported. The group of children in the class studied was very heterogeneous: five of the 15 children had a disability diagnosis at the time of the study. One aim of the study was to develop a methodology which can be used in order to investigate in what sense classrooms are "inclusive", especially as regards the point of view of the pupils. It is argued that an explicit definition of characteristics of inclusive classrooms and clear-cut methods to study those characteristics are necessary prerequisites in order to reach valid conclusions concerning what teaching strategies are central to inclusive processes. The data consist of interviews with the teachers and children involved, sociograms, a questionnaire answered by the children, notes from participant observations and poetry by the children. The analyses suggest that the classroom seems to be inclusive, although it is emphasised that this is not an all-or-none phenomenon, especially children's experiences are complex phenomena. It is argued that the teachers try to create a learning community where differences are valued. Six teacher strategies emerged from the data. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden