du.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings
Uppsala University.
University of Karlstad.
Uppsala University.ORCID iD: 0000-0003-4793-871X
Uppsala University.
Show others and affiliations
2019 (English)In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, p. 1-16Article in journal (Refereed) Epub ahead of print
Abstract [en]

The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N = 254) and special educational settings (N = 392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers? in the two settings devoted approximately similar amount of time to learner- centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils? performance but lower focus on supporting pupils? social participation. Support of pupils? social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil?s social participation in mainstream settings.

Place, publisher, year, edition, pages
Routledge , 2019. p. 1-16
Keywords [en]
Inclusion, instruction, intellectual disability, mainstream educational settings, special educational settings
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:du-31042DOI: 10.1080/1034912X.2019.1679724OAI: oai:DiVA.org:du-31042DiVA, id: diva2:1366357
Available from: 2019-10-29 Created: 2019-10-29 Last updated: 2019-10-29Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Lindqvist, Gunilla

Search in DiVA

By author/editor
Lindqvist, Gunilla
In the same journal
International journal of disability, development and education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 11 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf