| Popis: |
This chapter reports on one strand in a large study that has taken a different strategy. The strategy is based on a hypothesis that group inclusion might function as a catalyst for a systemic transformation of the school, or at least be a step on the way to full inclusion. An analysis of the past 30 years of Danish efforts in inclusion shows that placement rather than inclusion has been the concern, as the included students have had to adapt to the principles of mainstream education. Identifying four dilemmas of these inclusive processes, the chapter reports on how teachers in a group inclusion class have found new and better ways of living with them. |
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