Takala, M., Haussttätter, R.S., Ahl, A. and Head, G. (2012) Inclusion seen by student teachers in special education: differences among Finnish, Norwegian and Swedish students. European Journal of Teacher Education, 35(3), pp. 305-325. (doi: 10.1080/02619768.2011.654333)
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Abstract
This article describes various views of special teacher students towards inclusion. In order to examine these, we analysed a series of statements made by students in Finland, Norway and Sweden. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. A questionnaire with one closed question and two open-ended questions was used in all countries. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while Finnish students expressed the most reservations. The arguments about inclusion by Norwegian students were the most pupil-focused; those by Finns were teacher-focused, with Swedes being in between. The results seem to reflect the educational policy in these countries. Discussions, more information, as well as good models of inclusion seem to be needed. The implications of these findings for special and regular teacher education are also discussed.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Head, Dr George |
| Authors: | Takala, M., Haussttätter, R.S., Ahl, A., and Head, G. |
| College/School: | College of Social Sciences > School of Education > Social Justice Place and Lifelong Education |
| Journal Name: | European Journal of Teacher Education |
| Publisher: | Routledge |
| ISSN: | 0261-9768 |
| Published Online: | 27 February 2012 |
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