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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
Author(s) -
De Silva Nilani Ljunggren
Publication year - 2013
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/ejed.12032
Subject(s) - social justice , pedagogy , context (archaeology) , inclusion (mineral) , special education , face (sociological concept) , sociology , special educational needs , mainstreaming , field (mathematics) , psychology , mathematics education , gender studies , social science , geography , mathematics , pure mathematics , archaeology
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.