H
er kort en status på de senere års ’po-litiske vision’ i Danmark, og hvordan det går med denne – sådan som det indfanges af tre udvalgte rapporter. Kigger vi hen over disse rapporter, fremgår det, at inklusion og undervisningsdifferentiering ikke fungerer optimalt i den danske skole og undervisning.Inklusionspanelet nedsat af Ministeriet for Børn, Undervisning og Ligestilling udsendte i 2016 Inklusion i folkeskolen – sammenfatning af resultaterne fra Inklusionspanelet,7 som redegør for historikken i inklusionsudviklingen i Dan-mark. I midten af 1990’erne sker der en stig-ning af andelen af børn i segregerede tilbud i Danmark. Derfor blev det i 2012 en politisk målsætning – for regering og kommuner (KL) – at andelen af børn, der skulle inkluderes i den almene grundskole, øgedes fra 94,4 % af den samlede børnegruppe i Danmark i 2012 til 96 % i 2015. Ved lovændringen i 2012 kom der mere fleksible muligheder for at tilrettelægge undervisningen, så den støtter inklusionsar-bejdet: undervisningsdifferentiering, fleksibel holddannelse, supplerende undervisning, tolærerordninger og undervisningsassisten-ter. Folkeskolens arbejde med inklusion i perioden 2014-2016 blev fulgt af disse. Inklusi-onspanelet bygger deres konklusioner på en indsamling af spørgeskemadata fra et panel bestående af flere end 9.000 elever fordelt på mere end 400 skoleklasser i hele landet og på enkeltinterview med ’tilbageførte’ børn.
Konklusionerne fra undersøgelsen med et fokus på børnenes trivsel og faglige læring er, at trivslen for ’tilbageførte elever’ og ’børn med særlige behov’ (der ikke har været på specialskole eller i specialklasse) ligger under den generelle trivsel. Af individuelle interview
fremgår det, at børn med særlige behov ikke har oplevet en særligt tydelig undervisnings-differentiering og ej heller en tilstrækkelig støtte i undervisningen i almenmiljøet, og vanskelighederne med at deltage i de faglige aktiviteter i skolen går længere tilbage i bør-nenes skoleliv.
Rådet for Børns Læring8 (Inkluderende læ-ringsfællesskaber for alle børn, 2014) konkluderer, at der stadig er et stykke vej til en folkeskole, der fungerer som et inkluderende lærings-fællesskab. Rapporten samler evidensbaseret9 forskningsviden om, hvilke forandringer der kan støtte dannelsen af inkluderende lærings-fællesskaber og god undervisning. Rapporten peger på, at god skole og god undervisning er inkluderende undervisning. Den peger på, at dette forudsætter opkvalificering af lærere, fælles værdigrundlag, konkrete målsætninger for inklusion, skoleledelse, der støtter imple-mentering og udbredelse, dygtige lærere og adgang til specialpædagogisk viden.10
Det Nationale Forskningscenter for Velfærd laver i 2015 en evaluering af inklusionsindsat-sen. Undersøgelsen er igangsat og finansieret på foranledning af Undervisningsministeri-et. Den er redigeret af Anna Amilon og har titlen Inkluderende skolemiljøer – elevernes roller.
Undersøgelsen bygger på registerdata fra Danmarks Statistik, surveydata med elever, lærere og skoleledere fra projektets inklu-sionspanel, kvalitative interview med 12 tilbageførte elever, kvalitative interview med elever, lærere og skoleledere og data fra registreringsskemaer udfyldt af professio-nelle projektteams. 19 studier er inkluderet, som undersøger pædagogiske indsatser og metoder, der sigter mod at øge børns læring og trivsel i et inkluderende skolemiljø.
7 Udgivet af Ministeri-et for Børn, Undervisning og Ligestilling, maj 2016.
Redaktionsgruppe:
chefkonsulent Anna Sofie Weigaard Jørgensen, Af-delingen for Undervisning og Dagtilbud, fuldmægtig Maj Blankenberg, Afde-lingen for Undervis-ning og Dagtilbud, specialkon-sulent Ulla Skall, Afdelin-gen for Undervisning og Dagtilbud, fuldmægtig Rune Hejlskov Schjer-beck, Afdelingen for Kvalitet og Viden..
8 Rådet for Børns Læring er et uafhængigt råd, der har til opgave at følge, vurdere og rådgive undervisningsministeren og ministeren for børn, ligestilling, integration og sociale forhold om det faglige niveau, den pæda-gogiske udvikling og ele-vernes udbytte af under-visningen i folkeskolen og ungdomsskolen samt om det pædagogiske arbejde med at understøtte alle børns trivsel, udvikling og læring.
9 Rådet bygger deres konklusioner på kvanti-tativ data og trækker på en evidensforståelse, der lægger vægt på at beskrive, hvad der virker.
10 Timperley et al.
(2000), Rasmussen et al.
(2010), Dyssegaard og Larsen (2013), Dysse-gaard, Larsen og Tiftikci (2013), Mehlbye (2010), Timperley et al. (2007), Dyssegaard og Lausten i (Egelund og Tetler, 2009), Hattie (2013), Dyssegaard, Larsen og Hald (2013), Van Keer et al. (2010), Van Keer (2004), Nielsen et al.
(2014), Hattie (2009).
30 – 34 Undersøgelsen peger på følgende faktorer: et fagligt fokus på interaktion mellem børnene, bevidst arbejde med mål og sammenhæng mellem undervisningsmetode og mål, tyde-lig ledelse, et godt skole-hjem-samarbejde, tydelighed omkring omgangsformer, tydelig klasseledelse, aktive børn, der er med til at formulere spilleregler, arbejde med fællesska-ber og undervisningsdifferentiering. Rappor-ten konkluderer, at arbejdet med øget inklu-sion i folkeskolen siden lovændringen i 2012 ikke har været uproblematisk, og at inklusion ikke fungerer. Problemer med håndteringen af forskellighed og af konflikter i skolen og i forældresamarbejdet fremhæves. Rapporten viser betydningen af at indtænke eleverne som centrale aktører i arbejdet med at skabe et inkluderende skolemiljø.
31 – 34 Ainscow, M. et al. (2006): Inclusion and the standards agenda: nego-tiating policy pressures in England. International Journal of Inclusive Education 10(4 & 5). DOI: 10.1080/13603110500430633 Allan, J. & Persson, E (2018): Social capital and trust for inclusion in school and society. Education, Citizenship and Social Justice 15(2).
DOI: 10.1177/1746197918801001
Altemueller, L. & Lindquist, C. (2017): Flipped classroom instruction for inclusive learning. British Journal of Special Education 44(4).
DOI: 10.1111/1467-8578.12177
Annamma, A. & Morrison, D. (2018): Identifying Dysfuncti-onal Education Ecologies. A DisCrit Analysis of Bias in the Classroom. Equity & Excellence in Education 51(2). DOI:
10.1080/10665684.2018.1496047
Aronson, B. & Laughter, J. (2016): The Theory and Practice of Cultural-ly Relevant Education. Review of Educational Research 86(1). DOI:
10.3102/0034654315582066 © 2015 AERA.
Ashton, J.R. (2016): Keeping up with the Class: A critical discourse analysis of teacher interactions in a co-teaching context. Classroom Discourse 7(1), DOI: 10.1080/19463014.2015.1077717 Baines, E. et al. (2015): The Challenges of Implementing Group Work in Primary School Classrooms and Including Pupils with Special Educational Needs. Education 3(13). DOI:
10.1080/03004279.2015.961689
Benade, L. (2018): Flexible Learning Spaces: Inclusive by Design.
New Zealand Journal of Educational Studies 54. DOI: doi.
org/10.1007/s40841-019-00127-2
Benstead, H. (2019): Exploring the relationship between social inclu-sion and special educational needs – mainstream primary perspecti-ves. Support for Learning 34(1).
Bešić, E. et al. (2017): Inclusive Practices at the Teacher and Class Level: The Experts' View. European Journal of Special Needs Educa-tion 32(3).
Bills, A.M. et al. (2016): Taking on Bourdieu’s ‘destiny effect’:
theorizing the develop-ment and sustainability of a socially just second-chance schooling initiative using a Bourdieu-sian framework, Educational Action Research 24(2). DOI:
10.1080/09650792.2015.1060894
Black, A. et al. (2019): Lesson planning for diversity. Journal of Research in Special Educational Needs 19(2). DOI: 10.1111/1471-3802.12433 Black-Hawkins, K. & Florian, L. (2012): Classroom Teachers' Craft Knowledge of Their Inclusive Practice. Teachers and Teaching 18(5).
DOI: 10.1080/13540602.2012.709732
Bondie, R.S. et al. (2019): How Does Changing One-Size-Fits-All to Differentiated Instruction Affect Teaching? Review of Research in Education 43. DOI: 10.3102/0091732X18821130
Booth, T. & Ainscow, M. (2002): Index for Inclusion. Developing Learning and Participation in Schools. Published by the Centre for Studies on Inclusive Education (CSIE).
Bondie, R.S. et al (2019): How Does changing “One-Size-Fits-all”
to Differentiated Instruction affect Teaching? Review of Reseach in Education. (43)1. DOI: 10.3102/0091732X1882130
Borders, C. et al. (2012): Behavioral Disorders: Identification, Assess-ment, and Instruction of Students with EBD. Advances in Special Education 22. DOI: 10.1108/S0270-4013(2012)0000022012 203 Bragg, S. (2016): Perspectives on Choice and
Challen-ge in Primary Schools. Improving Schools 19(1). DOI:
10.1177/1365480216631079
Buli-Holmberg, J. & Jeyaprathanban, S. (2016): Effective Practice in Inclusive and Special Needs Education. International Journal of Special Education 31(1).
Cha, H.J. & Ahn, M.L. (2014): Development of Design Guidelines for Tools to Promote Differentiated Instruction in Classroom Teaching. Asia Pacific Educational Review 15. DOI 10.1007/s12564-014-9337-6 Civitillo, S. et al. (2019): The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection. A multiple case study. Teaching and Teacher Education 77.
Clarke, C.; Dyson, A. & Millward, A. (1995): Towards Inclusive Schools? Routledge.
Cummins, J. (2015): Intercultural education and academic achievement: a framework for school-based policies in multilingual schools. Intercultural Education 26(6). DOI:
10.1080/14675986.2015.1103539
Desbiens, N. et al. (2016): Influence of deviant behaviors in workgroups in relation with group composition. Emotional and Behavioral Difficul-ties 21(3). DOI: 10.1080/13632752.2016.1177341
Dlugaj, J. & Fürstenau, S. (2019): Does the use of migrant languages in German primary schools transform language orders? Findings from ethnographic classroom investigations. Ethnography and Education 14(3). DOI: 10.1080/17457823.2019.1582348
Dugas, D. (2017): Group Dynamics and Individual Roles: A Differen-tiated Approach to Social-Emotional Learning. The Clearing House 90(2). DOI: 10.1080/00098655.2016.1256156
Dukuzumuremyi, S. & Siklander, P. (2018): Interactions between pupils and their teacher in collaborative and technology-enhanced learning settings in the inclusive classroom. Teaching and Teacher Education 76.
Efthymiou, E. & Kington, A. (2017): The development of inclusive lear-ning relationships in mainstream settings: A multimodal perspective.
Cogent Education 4(1).
Engsig, T.T. & Johnstone, C.J. (2015): Is there something rotten in the state of Denmark? The paradoxical policies of inclusive education – lessons from Denmark. International Journal of Inclusive Education 19(5). DOI: 10.1080/13603116.2014.940068
Florian, L. & Black-Hawkins, K. (2011): Exploring Inclusive Pedagogy.
British Educational Research Journal 37(5).
Florian, L. & Beaton, M. (2018): Inclusive Pedagogy in action: Getting it right for every Child. International Journal of Inclusive Education.
22(8).
Florian, L. & Spratt, J. (2013): Enacting Inclusion. A Framework for Interrogating Inclusive Practice. European Journal of Special Needs Education 28(2). DOI: 10.1080/08856257.2013.778111/https://
doi.org/10.1080/08856257.2013.778111
Referencer
32 – 34 Folke, J.N. (2016): ’Sitting on embers’: a phenomenological explo-ration of the embodied experiences of inclusion of newly arrived students in Sweden. Gender and Education 28(7), 823-838. DOI:
10.1080/09540253.2015.
Ford, B.A. et al. (2014): Culturally Responsive Teaching in the 21st Century Inclusive Classroom. Journal of the International Association of Special Education 15(2). Corpus ID: 148310973
Franklin, T. et al. (2017): Leading Secondary Teachers’ Understan-dings and Practices of Differentiation Through Professional Learning.
Leading & Managing 23(2).
Freidus, A. & Noguera, P.A. (2017): Making Difference Matter.
Teaching and Learning in Desegregated Classrooms. The Teacher Educator 52(2). DOI: 10.1080/08878730.2017.1294925 Frykedal, K.F. & Chiriac, E.H. (2018): Student Collaboration in Group Work. Inclusion as Participation. International Jour-nal of Disability, Development and Education 65(2). DOI:
10.1080/1034912X.2017.136338
Gallagher, J. (2016): Understanding curriculum planning practices that promote equity and excellence for students with disability.
Ph.D. Afhandling. Faculty of Education Queensland University of Technology.
Gidlund, U. & Boström, L. (2017): What Is Inclusive Didactics? Tea-chers' Understanding of Inclusive Didactics for Students with EBD in Swedish Mainstream Schools. International Education Studies 10(5).
Glazzard, J. (2014): Paying the price for being inclusive – the story of Marshlands. Support for Learning 29(1) DOI: 10.1111/1467-9604.12043
Glynn, C. & Wassell, B. (2018): Who gets to play? Issues of access and social justice in world language study in the US. College of Education Faculty Scholarship 11. https://rdw.rowan.edu/educati-on_facpub/11
Guerra, P.L. & Wubbena, Z.C. (2017): Teacher Beliefs and Classroom Practices. Cognitive Dissonance in High Stakes Test-Influenced Environments. Issues in Teacher Education 26(1).
Hamre, B.F. et al. (2018): Between psychopathology and inclusion:
the challenging collaboration between educational psychologists and child psychiatrists. International Journal of Inclusive Education 22(6).
DOI: 10.1080/13603116.2017.1395088
Haug, P. (2017): Spesialundervisning, læringsmiljø og inkludering.
Tidsskriftet FoU i Praksis 11(1).
Hedegaard-Sørensen, L. (2013): Inkluderende Specialpædagogik.
Procesdidaktik og situeret professionalisme i undervisningssituatio-ner. Akademisk Forlag.
Hedegaard-Sørensen, L. et al. (2018). Interdisciplinary col- laboration as a prerequisite for inclusive education. European Journal of Special Needs Education 33(3). DOI:
10.1080/08856257.2017.1314113
Hedegaard-Sørensen, L. & Grumløse, S.P. (2016). Lærerfaglighed, inklusion og differentiering. Pædagogiske lektionsstudier i praksis.
Forlaget Samfundslitteratur.
Hedegaard-Sørensen, L. & Grumløse, S.P. (2018): Exclusion: the down-side of neoliberal education policy. International Journal of Inclusive Education 24(6). https://doi.org/10.1080/13603116.2018.1478002 Hedegaard-Sørensen, L. & Grumløse, S.P. (2020): Student- teacher-dialogue for lesson planning: Inclusion in the context of national policy and local culture. Nordic Journal of Studies in Educational Policy 6(1). DOI/10.1080/20020317.2020.1747376
Hedegaard-Sørensen, L. & Hamre, B. (2019): Divergent agendas within the Danish school policy and the dilemmas this creates for teachers working with inclusive education. I: Rice, B.M. (red.): Global perspectives on inclusive teacher education. IGI global. https://doi.
org/10.4018/978-1-5225-7703-4.ch015
Hedegaard-Sørensen, L. & Tetler, S. (2016): Evaluating the quality of learning environments and teaching practice in special schools.
European Journal of Special Needs Education 31(2). DOI:
10.1080/08856257.2016.1141524
Holm Poulsen, C. (2018): Eksklusionsprocesser i læreres arbejde med at skabe deltagelsesmuligheder for alle børn. DPT 4.
Jimenez-Silva, M. & Luevaneos, R. (2017): Culturally sustaining peda-gogy in action inside a secondary social studies teacher’s classroom.
I: Coulter, C. & Jimenez-Silva, M. (red.): Culturally Sustaining and Revitalizing Pedagogies: Language, Culture, and Power. Bingley:
Emer-ald.
Jordan, A. (2018): The Supporting Effective Teaching Project: 1. Fac-tors Influencing Student Success in Inclusive Elementary Classrooms.
Exceptionality Education International 28(3).
Kariippanon, K.E. et al. (2017): Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Lear-ning Environment Research 21.
Kasch, H. (2017): Digitale multimodale tekster i undervisningen og digital literacy: paradokser og løsningsmuligheder. I: Grevy, C &
Kasch, H. (red.): Skole, liv og nye læringslandskaber. Vejle: Forlaget Pendulum.
Kristiansen, K.L. & Mørck, L.L. (2016): Overskridende læring – med henblik på rekonceptualisering af strukturforståelsen i ADHD-pæda-gogik. I: Christiansen, J. et al. (red.): Specialpædagogik i læreruddan-nelsen. København: Hans Reitzels Forlag.
Krull, J. et al. (2018): Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis. European Journal of Special Needs Education 33(2).
Loizou, F. (2014): Changes in teaching in order to help students with learning difficulties improve in Cypriot primary classes. Education. In-ternational Journal of Primary, Elementary and Early Years Education 3(13).
Messiou, K. (2016): Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education 21(2). DOI:
10.1080/13603116.2016.1223184
Morin, A. & Hedegaard-Sørensen, L. (2018): Psychiatric testing and everyday school life: collaborative work with diagnosed children. I:
Hamre, B., Morin, A. & Ydesen, C. (red.): Testing and inclusive schoo-ling: international challenges and opportunities. Abingdon: Routledge.
33 – 34 Morningstar, M.E. et al. (2015): Preliminary Lessons about Suppor-ting Participation and Learning in Inclusive Classrooms. Research and Practice for Persons with Severe Disabilities 40(3). DOI:
10.1177/1540796915594158
Nilsson, F. J.(2016). “Sitting on Embers”. A Phenomenological Exploration of the Embodied Experiences of Inclusion of Newly Arrived Students in Sweden. Gender and Education. 28(7). DOI:
10.1080/09540253.2015.1093103
Nugent, M. (2018): Reframing inclusion. An exclusive-inclusive appro-ach. British Journal of Special Education 45(2).
Pantic, N. (2017): An exploratory study of teacher agency for social justice. Teaching and Teacher Education 66.
Paterson, D. et al. (2014): Inclusion and Equity in Australian Secon-dary Schools. Journal of International Special Needs Education 17(2).
Pescarmona, I. (2017): Reflexivity-in-Action. How Complex Instruction Can Work for Equity in the Classroom. Journal of Education for Teaching 43(3). DOI: 10.1080/02607476.2017.1319508 Rao, K. (2015): Universal Design for Learning and Multimedia Technology. Supporting Culturally and Linguistically Diverse Students.
Journal of Educational Multimedia and Hypermedia 24(2).
Rao, K. et al. (2017): UDL and Intellectual Disability: What Do We Know and Where Do We Go? Intellectual Developmental Disability 55(1). DOI: 10.1352/1934-9556-55.1.37
Ruijs, N. (2017): The impact of special needs students on classmate performance. Economics of Education Review. 58(1).
San Antonio, D.M.S. (2018): Collaborative Action Research to Implement Social-Emotional Learning in a Rural Elementary School:
Helping Students Become "Little Kids with Big Words". Faculty Scholarship 3. https://digitalcommons.lesley.edu/faculty_scholarship/
Saloviita, T. (2018): How Common Are Inclusive Educational Pra-ctices among Finnish Teachers? International Journal of Inclusive Education. (22)5. DOI: 10.1080/13603116.2017.1390001 Schreiber, J. (2017): Universal Design for Learning: A Student-Cente-red Curriculum Perspective. Curriculum and Teaching 32(2).
Skrtic, T. M. (1999). Learning-Disabilities as Organizational Patholo-gies. I: Sternberg, R.L. & Spear-Swerling. L. (red). Perspectives on Learning-Disabilities: Biological, Cognitive, Contextual. Boulder, CO:
Westview Press.
Skibsted, E.B. (2017): Inklusion og differentiering – et eksempel fra skolepraksis. Pædagogisk psykologisk tidsskrift 5(6).
Slee, R. (2011). The Irregular School Exclusion, Schooling and Inclusive Education. Abingdon Routledge.
Sleeter, C.E. (2014): Multiculturalism and education for citizenship in a context of neo-liberalism. Intercultural Education 25(2). DOI:
10.1080/14675986.2014.886357
Smith Canter, L.L. et al. (2017): Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools. Exceptionality Education International, 27(1).
Tomlinson, C. A. (2001): The Differentiated Classroom - Responding to the Needs of All Learners. Hawker-Brownlow Education.
Tomlinson, S. (2021): A sociology of Special and Inclusive education:
Insigths from the UK, US, Germany and Finland. I: Kopfer, A.; Powell, J.; Zahnd, R. (red.). International Handbook of Inclusive Educati-on: Global, national Perspectives. Oplade and Thoronto, Barbara Budrich.
Zyngier, D. (2017) How experiential learning in an informal setting promotes class equity and social and economic justice for children from “communities at promise”. An Austrailian Perspective. Springer Science and Business Media. Dordrecht and UNESCO Institute for Lifelong Learning.DOI 10.1007/s11159-017-9621-x
34 – 34
dpu.au.dk/pædagogiskindblik Inklusion i fagene
Historieundervisning
Teori og praksis i erhvervsuddannelser
Lærere, der bliver i professionen