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Inclusive Pedagogy in Light of Social Justice. Special Educational Rights and Inclusive Classrooms: on whose terms? A Field Study in Stockholm Suburbs

Authors

  • Nilani Ljunggren De Silva


Nilani Ljunggren De Silva, Stockholm University, Frescativägen 16, Stockholm, Sweden, Nilani@telia.com

Open Lab KTH, Valhallavägen 79, 11150 Stockholm, Sweden, nilani@telia.com, www.openlab.se

Abstract

The question of inclusive education is not straightforward. Despite all its good intentions, inclusive education, in practice faces numerous challenges today. This study analyses these challenges in the Swedish special education context. The author explores special educators’ experiences, possibilities and challenges when applying inclusive education. Findings reveal positive attitudes to the concept of inclusive classrooms. Nevertheless, teachers face more than a few grey areas that need to be put in place in order to achieve socially and cognitively inclusive classrooms.

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