Inside but still on the outside? Teachers’ experiences with the inclusion of pupils with special educational needs in general education

ABSTRACT

The central issue of this article is teachers’ experiences with the inclusion of pupils with special educational needs (SEN) in primary and lower secondary schools, both in terms of the teachers’ own challenges and the situation of the pupils. The study is based on semi-structured interviews with general and special education teachers in four local schools in Norway. The results indicate a limited degree of cooperation and coordination between general and special education. This in turn means a lack of adequate adaptation and an academic standardisation of the general education, which reduces the potential to meet the needs of pupils with SEN. Teachers find that pupils with SEN have a greater tendency than other pupils to fall by the wayside and be left to their own devices when participating in general education. It particularly seems to affect pupils who are quiet and withdrawn. Teachers point out their challenging work situation with a large number of pupils to follow up, which can lead to them not having enough time for and not giving enough attention to those pupils who need additional support.

KEYWORDS:

• Education Policy
• inclusive Education
• special education needs
• curriculum & instruction

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Sven Nilsen, professor dr. scient./Ph.D., is professor in the Department of Special Needs Education at University of Oslo, Norway. His research is focused on inclusive education and the interplay between adaptions of general education and special education.