The purpose of this paper is to critically analyse research about inclusive education. Prior reviews and the outcome of a recent search of databases are analysed with regard to (a) how inclusion is defined and (b) what empirical knowledge there is regarding factors that make schools and classrooms more inclusive. Our point of departure is that we regard inclusion as an idea about what school

En inkluderande skola - möjligheter, hinder och dilemman · Claes Nilholm. Heftet Svensk 2019. Legg i ønskeliste. Att ha eller sakna verktyg : om möjligheter och 

på Studentlitteratur. Göransson, Kerstin; Nilholm, Claes European Journal of Special Needs Education, v29 n3 p265-280 2014 The purpose of this paper is to critically analyse research about inclusive education. Göransson and Nilholm reported that the ways in which classes and teachers function are more important for students with ASD than the way in which schools are organized at a general level. Thus, there is a “gap” between parents’ perceptions, research and international conventions regarding the types of school at which students with Nilholm and Göransson’s description of community- oriented inclusion is an attempt to suggest how inclusion might be constructed, but it does not provide clarity about how inclusive processes might be prosecuted through the interactions of Abstract The purpose of this review is to further our knowledge about what is meant by inclusion in research addressing the topic. While it is common to remark that inclusion is defined in different ways in research, few attempts have been made to map and analyse different types of definitions and whether there are patterns to be find in how the concept is used. Göransson, K., & Nilholm, C. (2014). Conceptual diversities and empirical shortcomings – a critical analysis of research on inclusive education.

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Kerstin Göransson, Gunilla Lindqvist, Nina Klang, Gunnlaugur Magnusson, Claes Nilholm, 2015 Voices of special educators in Sweden - a total population study. Kerstin Göransson, Gunilla Lindqvist, Claes Nilholm, 2015 Göransson, Kerstin, Nilholm, Claes & Karlsson, Kristina (2011). Inclusive education in Sweden? A critical analysis. International Journal of Inclusive Education, Vol. 15, No.5, pp.

Inclusive education in Sweden? A critical analysis. International Journal of Inclusive Education, Vol. 15, No.5, pp.

More than 40% of the pupils receive support at least once during their nine years in comprehensive school, and around 17 percent of the pupils receive special support at any particular point in time (Göransson, Nilholm, and Karlsson 2011).

forskarsamhället (Nilholm & Göransson, inskickad) fann vi flera forskare som mer eller mindre förespråkar detta (t.ex. Barton, 1997, Brantlinger, 1997, Slee, 2001). Definitionerna kan skilja sig åt och vara mer eller mindre elaborerade.

Table of contents. Författarpresentationer 7; Förord 11; Anna-Lena Eriksson Gustavsson, Kerstin Göransson och Claes Nilholm; Inledning 13; Anna-Lena 

Thus, different actors are likely to be supporting different arrangements of inclusive educa-tion. Claes Nilholm och Kerstin Göransson har arbetat tillsammans med olika . forskningsprojekt under flera år. De har publicerat ett flertal artiklar och bland annat tillsammans med Anna-Lena Eriksson Gustavsson gett ut boken .

European Journal of Special Needs Education, 29(3), 265–280. CrossRef Google Scholar Göransson, K. & Nilholm, C. (2014). A continuing need for conceptual analysis into research on inclusive education: Response to commentators. European Journal of Special Needs Education, 29(3), 295-296 In line with Göransson and Nilholm (2014), we conceptualize inclusion as a continuous process starting with the placement of students with and without SEN into mainstream schools while aiming at the creation of inclusive communities, in which no differentiation is made between students with and without SEN (see also Slee, 2008; Thomazet, 2009).
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T1 - A response to Göransson and Nilholm. AU - Dyson, Alan.

s. 33-46. Lund: Studentlitteratur.
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Claes Nilholm's 38 research works with 749 citations and 19,741 reads, including: Mapping and analysing reviews of research on teaching, 1980–2018, in Web of Science: An overview of a second

Nilholm, C., & Alm, B. (2010). An inclusive classroom?