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Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives

  • Tina Hellblom-ThibblinEmail author
  • Gunilla Sandberg
  • Anders Garpelin
Chapter
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 16)

Abstract

In this chapter we explore teachers’ perceptions of children’s diversity in different educational settings. Using interviews with teachers from Swedish preschools, preschool classes and the first grade in primary school, we aim to study transitions in school from the perspectives of several actors. The theoretical framework we employ is influenced by an ecological approach to understanding children’s needs in educational transitions. The teachers’ reflections on these three transitions emphasised the importance of context when responding to children’s needs. The teachers also described transitions as dynamic processes in which factors and conditions at different levels interact.

Keywords

Primary School Learning Objective Ecological Model Educational Setting School Form 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  • Tina Hellblom-Thibblin
    • 1
    Email author
  • Gunilla Sandberg
    • 1
  • Anders Garpelin
    • 1
  1. 1.Mälardalen UniversityVästeråsSweden

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