From a sociocultural perspective, learning occurs through participation in social
communities, where community with peers is of particular importance. Children’s participation in learning communities with other children, or facilitation of such participation, is a recurring theme in this anthology. The contributors to this anthology are advisers at Statped with experience from a variety of fields. They account for various approaches founded on experienced-based and researchbased knowledge. What they all have in common is that they, through their adviser roles, have worked closely with the field of practice.
This anthology shares the experiences from collaborations with kindergartens and schools in the efforts to develop a knowledge-based practice.
The introductory chapter places the concept of inclusion in a historical and
practical perspective and forms the overarching theoretical framework for
the other chapters. The other contributions will then be presented under four
thematic headings. The first theme is change work in kindergartens and schools, the second is adaptation for participation and learning, the third is support for participation, and the fourth theme is inclusive learning activities. Each main section is introduced with a brief introductory text and overview of the individual chapters therein. The anthology is primarily directed at students and professionals who work in kindergartens and schools but may also be of interest to others.
Editor: Siv Hillesøy, Eli Marie Killi, Ann-Elise Kristoffersen
If you want to buy the collection of articles in printed form, you can order it from Flisa Trykkeri (e-mail), which will print it for you (so-called "print on demand"). The price for printing one book is NOK 295 kroner + VAT. In addition, there is an expedition and shipping of NOK 170 per. bok + mva. Remember to state the number of books you want to print and the invoice address. The printing company sends you invoices and books / books.
ISBN 978-82-323-0355-7 (printed version)
ISBN 978-82-323-0356-4 (digital version)
If you only want parts of the collection, you can easily download chapters from the collection here (pdf)
Mirjam Harkestad Olsen: Inclusion from a historical and practical perspective
Change work in kindergartens and schools
Anita Sande: Leadership in inclusion processes
Sonja Bjørnbak: "The most important measure was to close down the special needs unit"
Ann Therese Stamnesfet and Tove Theie: Creating an inclusive community throughout the entire organisation
Adaptation for participation and learning
Grete Stabæk and Hilde Kolstad Danielsen: Pupils with severe and complex learning difficulties in lower secondary school – success factors for an inclusive practice
Beate Heide and Margrethe Sylthe: The convention of the rights of the child,
applied in the work of expert assessment
Gro Narten Markestad: Contact teachers and special needs teachers working as a team to promote pupil participation
Helene Fulland and May-Britt Monsrud: Inclusive learning – for newly arrived
second language learners in upper secondary schools with and without special needs
Support for participation
Anne-Merete Kleppenes: Communities in different arenas
Bente Corneliussen: Blind children’s participation in the natural flow of play
Karine Bekkely: Adults’ dialogue skills to support children’s participation
in the community
Nadja Akinshina: Inclusive practices in kindergarten for toddlers with a cochlear implant
Ena Caterina Heimdahl and Helene Fulland: Small projects at a snail’s pace – small for whom?
Inclusive learning activities
Espen L. Wilberg, Maren-Johanne Nordby and Hedda Gjesti Tjäder: Inclusive learning activities
Tonje Lovang and Knut Slåtta:
Belonging, participation and engagement – development of inclusive group activities for pupils with PMLD