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Divergent Agendas Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education

Divergent Agendas Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education

Lotte Hedegaard-Soerensen, Bjørn Frithiof Hamre
Copyright: © 2019 |Pages: 14
ISBN13: 9781522577034|ISBN10: 1522577033|ISBN13 Softcover: 9781522592150|EISBN13: 9781522577041
DOI: 10.4018/978-1-5225-7703-4.ch015
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MLA

Hedegaard-Soerensen, Lotte, and Bjørn Frithiof Hamre. "Divergent Agendas Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education." Global Perspectives on Inclusive Teacher Education, edited by Bethany M. Rice, IGI Global, 2019, pp. 246-259. https://doi.org/10.4018/978-1-5225-7703-4.ch015

APA

Hedegaard-Soerensen, L. & Hamre, B. F. (2019). Divergent Agendas Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education. In B. Rice (Ed.), Global Perspectives on Inclusive Teacher Education (pp. 246-259). IGI Global. https://doi.org/10.4018/978-1-5225-7703-4.ch015

Chicago

Hedegaard-Soerensen, Lotte, and Bjørn Frithiof Hamre. "Divergent Agendas Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education." In Global Perspectives on Inclusive Teacher Education, edited by Bethany M. Rice, 246-259. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7703-4.ch015

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Abstract

This chapter reports on the dilemmas for teachers working with inclusive education in the Danish school system. Globally, schools, teachers, and students are confronted with tensions between the agendas of optimizing the academic skills of the students on the one hand, and the inclusive agenda of handling the diversity of a variety of different students in the classroom on the other hand. In Denmark, these agendas are reflected in the educational policies and they have formed a context for teachers' practice and for teacher education. In the chapter empirical research about inclusive education will be related to discussions about teacher education and inclusive practices in schools. Critical analysis of the influence of policy and the way policy influence practice seems to be a recommended research approach in future research on inclusion. This should be reflected in teacher education.

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