Inclusion in Norway: a study of ideology in practice

Flem, Annlaug; Keller, Clayton E.

doi:10.1080/088562500361619

Cited by 68 publications

(43 citation statements)

References 15 publications

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“…In many countries, this resulted in changing education policies and in making regular education the standard provision for all students, including those with special educational needs. One of the core ideas behind these changes is that both children with and without disabilities experience social benefits in regular schools (Flem and Keller 2000), like acceptance of children with disabilities in society (Tafa and Manolitsis 2003) and friendships (Scheepstra et al 1999). Although more acceptance and friendships for students with disabilities in regular schools are a widely supported aim, implementing inclusion in daily practice is challenging (Ferguson 2008;Vislie 2003).…”

Section: Introductionmentioning

confidence: 99%

The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education

et al. 2012

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In many countries, there has been a development towards the inclusion of students with special educational needs in regular education. Over the past decade, this has resulted in an increased interest in attitudes towards this educational change of those directly involved. This current study aims at the development, psychometric evaluation, and validation of a questionnaire to measure attitudes of teachers, parents, and students. The questionnaire is based on the three-component theory, reflecting a cognitive, an affective, and a behavioral component. Based on data of a pilot study and a main study, we evaluated the psychometric properties and separability of the three components per questionnaire using a Mokken scale analysis. Removing various dysfunctional items resulted in questionnaires with appropriate psychometric properties and high reliability. Results of the analysis for the separability of the attitude components revealed no distinction could be made between the components in the teachers' and parents' questionnaire. In the students' questionnaire, the items belonging to the cognitive and affective/behavioral components were distinguished as two scales.

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Section: Introductionmentioning

confidence: 99%

The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education

et al. 2012

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“…On the other hand, the plethora of literature documented that, diverse special educational needs (SENs) learners actually benefit socially and academically when they attend regular school with typically developing children (Nakken & Pijl 2002, Flem & Keller, 2000, Vislie, 2003. Previously, this was thought to be unrealistic and impracticable for learners with SENs to get an education in the same class with learners without SENs (Pijl, Nakken, & Mand, 2003).…”

mentioning

confidence: 99%

Parents’ Involve and psycho-educational Development of Learners with Special Educational Needs (SENs): An Empirical Review

Afolabi¹

2014

International Journal of Early Childhood Special Education

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“…All of the students attended regular classes. Because of the emphasis in Norway on inclusive education (Flem & Keller, 2000), and the fact that only 0.7 % of children are not attending regular schools (Flem, 1998), the variation in achievement level within our sample was still substantial. This was also reflected in the PISA literacy test scores of the subsample, showing the same variation in reading performance as the large Norwegian PISA sample.…”

Section: Methodsmentioning

confidence: 87%

Context Effects in Norwegian 10th‐Grade Students' Reports on Learning Strategies using the Cross‐Curricular Competencies Instrument

Samuelstuen

Bråten

Valås

2007

Scandinavian Journal of Educational Research

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This study examined contextual effects in Norwegian 10th-grade students' reports on cognitive and metacognitive strategies when using the Cross-Curricular Competencies (CCC) instrument. The CCC was first administered as the final task in a long (three-hour) testing session in the Organisation for Economic Co-operation and Development Program for International Student Assessment study. Approximately three weeks later, the CCC was re-administered at the beginning of a testing session to a subsample of 258 students. No mean differences in reported use of memorisation, elaboration, transformation or control strategies were found. However, patterns of correlations indicated that students' responses varied with context. Confirmatory factor analyses were used to explore response variability further. The results suggested that stereotyped responses were not limited to the context in which the CCC was completed at the end of a long testing session but also occurred during re-administration.

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Inclusion in Norway: a study of ideology in practice

Cited by 68 publications

References 15 publications

The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education

The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education

Parents’ Involve and psycho-educational Development of Learners with Special Educational Needs (SENs): An Empirical Review

Context Effects in Norwegian 10th‐Grade Students' Reports on Learning Strategies using the Cross‐Curricular Competencies Instrument

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