Inclusive Education and Teachers’ Perceptions of Lesson Planning and Lesson Work from a Student Inclusive Perspective


  • Elaine Kotte Department of Childhood Education and Society, Faculty of Education and Society, Malmö Universitet, Sweden



collegial collaboration, differentiated teaching, lesson planning, mainstream classroom, teachers’ perceptions


This article discusses the multifaceted concept of inclusion referring to a study (Kotte, 2017). It aims to contribute with deeper knowledge of teachers’ perceptions of inclusive education regarding students’ diverse learning prerequisites. The methodology is a combination of a quantitative and qualitative data analysis related to teachers participating in a Swedish national research and school improvement program. The analysis is performed through Biesta’s dimensions of the aim of education, Uljens’ model for analyzing didactic action; Hedegaard-Sørensen’s situated professionalism and Tomlinson’s differentiation of teaching. Some main results show that teachers have a positive attitude to inclusion but they also understand it as a difficult task to carry through during lessons. They experience a dilemma between single students’ needs and the interests of the class as a whole. Further results indicate that collegial collaboration is regarded as a valuable aspect for the inclusive didactic lesson planning and lesson work to be successful.


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Author Biography

Elaine Kotte, Department of Childhood Education and Society, Faculty of Education and Society, Malmö Universitet, Sweden

Lecturer in pedagogy at Malmö University, Sweden. She teaches at the Faculty of Education and Society in the department of Childhood Education and Society. She also supervises students in specialization courses and master examinations in the area of special education. Furthermore, Kotte collaborates with the Swedish Agency for Education (Skolverket) preparing schoolteachers in advanced studies in the area of inclusive education. She has also a long experience in special educational teaching regarding students with different learning impairments, in the compulsory school. This article refers to her doctoral research about the topic of inclusive education.


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