Bölte Sven, Leifler Emma, Berggren Steve, Borg Anna
Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.
Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.
Scand J Child Adolesc Psychiatr Psychol. 2021 Jan 29;9:9-15. doi: 10.21307/sjcapp-2021-002. eCollection 2021.
'Inclusion' aims to achieve adaptation of the environment to the diverse prerequisites and needs of individuals, instead of demanding of individuals to cope with the challenges of a given context themselves exclusively. All Scandinavian countries have made formal decisions to enhance inclusive practice for children and adolescents with disabilities in educational settings, seeking to implement international conventions. We investigated current inclusive practice for students with neurodevelopmental disorders (NDDs) in Swedish primary, secondary and high-schools using the 61-item INCLUSIO scale among N=4778 school staff with educational responsibilities in 68 public and private schools across 11 municipalities. Overall, school staff reported not to be well prepared to teach students with NDDs and that their school's implementation of concrete inclusive practice was limited. Findings indicate a gap between inclusive educational ambitions and current practice for students with NDDs. Enriched teacher education and supervision for NDDs, a shift in pedagogical views of NDDs and better collaboration between community services, as well as systematic evidence-based implementation plans driven by policy makers and educational authorities may help improve inclusive practice.
“融合”旨在使环境适应个体的各种不同先决条件和需求，而不是只要求个体独自应对特定环境的挑战。所有斯堪的纳维亚国家都已做出正式决定，在教育环境中加强对残疾儿童和青少年的融合实践，力求执行国际公约。我们在瑞典的小学、初中和高中，对患有神经发育障碍（NDDs）的学生的当前融合实践进行了调查，在来自11个直辖市的68所公立和私立学校中，对4778名负有教育职责的学校工作人员使用了包含61个条目的INCLUSIO量表。总体而言，学校工作人员报告称，他们没有做好教授患有神经发育障碍学生的准备，而且他们学校具体融合实践的实施程度有限。研究结果表明，对于患有神经发育障碍的学生，融合教育的抱负与当前实践之间存在差距。加强针对神经发育障碍的教师教育和监督、转变对神经发育障碍的教学观念、改善社区服务之间的协作，以及由政策制定者和教育当局推动的基于系统证据的实施计划，可能有助于改善融合实践。
