Swedish School Development and Inclusive Learning Environments: A Single Case Study

Malin Öhman

doi:10.5817/PedOr2017-2-344

Swedish School Development and Inclusive Learning Environments: A Single Case Study

Vol.27,No.2(2017)

Malin Öhman

https://doi.org/10.5817/PedOr2017-2-344

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Abstract

The aim of the study was to explore teachers’ and school support team’s experiences and description of their own, and their own school’s process towards developing more inclusive learning environments. The results of the study reveal that the school has undergone significant development. Teachers report that there has been a change of language usage and value. They also describe how they have moved from ideology to change of practice in the classroom. At the same time, the picture that emerges is that of an uneven spreading effect between different teacher teams, and even more so between the school support team and the rest of the school. The school support team expressed an ambition to work with health promotion and prevention programs. However, the long-term tradition in which the work often is characterized by an individual focus based on the shortcomings of particular students seems hard to change.

Keywords:
inclusion; school development; school support teams

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