Attaining New Knowledge on Inclusive Education: A Case Study of Students’ Voices

Abstract

The purpose of this research was to gather the voices of students undertaking a Master's programme on Special and Inclusive Education by exploring their perceptions of what they have learned about inclusive education during the programme. We used the case study approach in order to investigate the students' perceptions and reflections on their learning outcomes related to how they understand inclusive education, with specific focus on the students' awareness of change, how they understand the principle of inclusion and their explanations of inclusive education. Ten students participating in the Master's programme took part in the study. Data were collected with an openended questionnaire tool that students completed half way in their studies. Students' qualitative statements were analysed through an inductive approach and three main themes emerged: "understanding of inclusive education" "awareness of change", and "success criteria for practicing inclusive education". Results suggest that the student group as a whole considered that they had attained new knowledge, expanded and nuanced their understanding of inclusive education, and the majority of the students were aware of how they had enriched their knowledge and were able to state how they will go about implementing inclusive education in practice.

Untitled

“…The training can address different issues, such as designing special needs instruction; promoting children's participation in learning and teaching; reducing exclusion, discrimination, and barriers to learning and participation; developing cultures, policies, and practices to promote diversity and respect for everyone equally; developing practical skills for educating children of diverse abilities (Cologon, 2012), and learning from best practices. Furthermore, regardless of what can be perceived as quite difficult, the implementation of inclusive education in practice is achievable (Buli-Holmberg & Kamenopoulou, 2017).…”

The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design

“…The challenges faced by teachers in adjusting curriculum planning, according to Nilsen [31], are those related to collaboration and coordination. Along the same lines, Buli-Holmberg et al [32] also propose a collaborative perspective to achieve an adequate response to students with SEN, understanding that this is the only successful approach to achieve the inclusion process.…”