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Inclusive Pedagogy in Light of Social Justice. Special Educational Rights and Inclusive Classrooms: on whose terms? A Field Study in Stockholm Suburbs
KTH. (Open Lab)
2013 (English)In: European Journal of Education, ISSN 0141-8211, E-ISSN 1465-3435, Vol. 48, no 3, 419-435 p.Article in journal (Refereed) Published
Abstract [en]

The question of inclusive education is not straightforward. Despite all its good intentions, inclusive education, in practice faces numerous challenges today. This study analyses these challenges in the Swedish special education context. The author explores special educators' experiences, possibilities and challenges when applying inclusive education. Findings reveal positive attitudes to the concept of inclusive classrooms. Nevertheless, teachers face more than a few grey areas that need to be put in place in order to achieve socially and cognitively inclusive classrooms.

Place, publisher, year, edition, pages
2013. Vol. 48, no 3, 419-435 p.
Keyword [en]
inclusive classrooms, special educators, top down models, grey areas
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kth:diva-127738DOI: 10.1111/ejed.12032ISI: 000322921900008Scopus ID: 2-s2.0-84881586361OAI: oai:DiVA.org:kth-127738DiVA: diva2:646373
Note

QC 20130909

Available from: 2013-09-09 Created: 2013-09-05 Last updated: 2017-12-06Bibliographically approved

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De Silva, Nilani Ljunggren
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