Alla ska lyckas i klassrummet
En bild av en inkluderande matematikundervisning
InclusionMathematicsParticipatorySpecial pedagogicsDifferentiationInkluderingMatematikDelaktighetSpecialpedagogiskt stödDifferentiering
The purpose of this study is to gain a deeper understanding of how teachers and other people working with mathematics in a school context perceive inclusion in terms of education. In addition,the purpose is to describe their experiences of inclusive education in mathematics and to identify factors of importance for an inclusive approach to teaching mathematics. The starting point was the significance of inclusive education as regards the education system and research on the implementation of inclusive education internationally and in Sweden. The theoretical approach is founded in a special education perspective on teaching and the theory of optimal experience. The people interviewed for this study are directly or indirectly involved in the teaching of mathematicsat a school that explicitly works from an inclusive perspective. The results show that the participants perceive inclusion as teaching that allows both students and teachers to achieve their goals. The results also show that the participants interviewed believe that all students at the school benefit from inclusion, not just students with special needs. The key components of an inclusive mathematics education are: clear structure and procedures, cooperation and individualisation. The study shows that a clear structure permeates the entire school organisation. The Dean's commitment, a clear vision for the activities and an involvement in the educational process all affect teachers' collaboration in a positive way. The individualisation process relies on a variety of teaching strategies and solutions. For instance, the categorisation of students' knowledge and abilities and an adaptation of the educational environment to a student?s individual circumstances.The results cannot be generalised as they only illustrate and relate how different actors working at a specific school view and implement an inclusionary approach to teaching within the context of mathematics.