Inkludering og tilpasset opplæring for de utvalgte?

Fasting, Rolf B.; Hausstätter, Rune Sarromaa; Turmo, Are

doi:10.18261/issn1504-2987-2011-02-01

Cited by 5 publications

(1 citation statement)

References 2 publications

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“…Norwegian educational law dictates that education be adapted to meet all students' needs and abilities [24] ( § 1-3). According to the Norwegian Directorate for Education and Training (NDET), adapted education is not an individual right of each student; instead, it is realized through variation and differentiation in instruction in line with the needs and predispositions of the entire student group [28].…”

Section: The Norwegian Contextmentioning

confidence: 99%

Adapted Education for Gifted Students in Norway: A Mixed Methods Study

2023

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In this article, we describe the mixed methods research (i.e., quantitative survey and qualitative interviews) we conducted to investigate adapted education for gifted students in Norway. The survey results showed that the teachers (n = 132) used differentiation strategies and agreed that gifted students need an adapted education that extends beyond the regular curriculum. We identified three themes related to adapted education based on an analysis of the student interview data (n = 17, aged 12–15) and four themes based on an analysis of the teachers’ responses to the open-ended survey question regarding adapted education. We also investigated similarities and differences between teacher and student themes: both groups reported similar enrichment strategies applied within adapted education and similar barriers and systematic challenges to its facilitation.

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Section: The Norwegian Contextmentioning

confidence: 99%

Adapted Education for Gifted Students in Norway: A Mixed Methods Study

2023

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Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective

Rapp

Granados

2021

International Journal of Inclusive Education

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The meaning of the term 'inclusion' is often taken for granted and seldom defined. Empirical research on inclusive education is often normative since it is based on terms such as 'justice' and 'democracy'. Such terms are challenging to translate into real practice because their meanings depend on a subjective evaluation related to the time and place where inclusion is supposed to happen. Inclusive education, therefore, is challenging to explore in research and to achieve in educational situations. This article explores the understanding of inclusive education through the lens of social system theory developed by Niklas Luhmann as well as theory of institutionalism. With the perspectives underlying mechanisms that create inclusion and exclusion in schools are identified at different institutional levels. Furthermore it is shown how subsystems include and exclude, i.e. what criteria apply to the access and rejection of a system. In this theoretical contribution to understanding inclusive education, we seek to intertwine Luhmann's theory of inclusion and exclusion with the institutional theory of the social construction of reality to discuss how policy, management, teaching, student relationships, and everything within the context of education that involves communication can create institutionalised systems with mechanisms that form persistent exclusion for some students.

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Indigenous worldviews and inclusive education: insights into participatory video and the practice of Buen Vivir of the Misak community

Morales

Calvo

2022

International Journal of Inclusive Education

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Inkludering og tilpasset opplæring for de utvalgte?

Cited by 5 publications

References 2 publications

Adapted Education for Gifted Students in Norway: A Mixed Methods Study

Adapted Education for Gifted Students in Norway: A Mixed Methods Study

Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective

Indigenous worldviews and inclusive education: insights into participatory video and the practice of Buen Vivir of the Misak community

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