This new focus and concept, presented by Hornby (2015) , combines traditions from special education and inclusive education. According to Hornby, we need to go beyond the tension and dilemmas with the two traditions and start with the core ideas of inclusive education based on human-rights and democracy and create settings where all children can be taught together as far as possible. However, adequate support based on evidence from methods and strategies developed and derived from special education, explicitly for SEND children, is still needed. This integrative approach has been adapted by other researchers such as Ravet (2011) .
Published in Chapter:
Towards Equity and Inclusion Excellence Using Diverse Interventions
Copyright: © 2023
|Pages: 21
DOI: 10.4018/978-1-6684-7370-2.ch004
Abstract
Although inclusive education (i.e., education that does not include separate special education classes) is legislated and pervasive worldwide, the implementation of educational inclusion is poor. To create more inclusive school settings, we need to explore what constitutes good practice. Moreover, we need evidence of effective interventions that address student needs. This chapter provides evidence from two interventions aimed at improving inclusion (NDC AI and SKOLKONTAKT®). These mixed methods, which merge quantitative and qualitative data, show that professional development enhances the inclusive skills of teachers and group training of students improves social skills, school attendance, and participation, leading to less loneliness, making the whole school's social environment better. Unexpectedly, the teachers became more aware of social impairments and developed new concrete tools to handle conflicts and bullying.