This essay will present the perspectives of research findings and governing documents on the topic of inclusion within the teaching profession. How can teachers enhance the inclusivity in their classrooms, and how do inquiry-based learning and clarifying work methods, such as TEACCH, contribute to support the learning process? The study aims to examine how inclusion can be created in the classroom to promote learning for students in mathematical difficulties. The questions at issue are examined through a variety of academic papers. The study concludes that students in mathematical difficulties benefit from an inclusive learning environment, and a lack of expertise among teachers in the subject can lead to exclusion. To promote learning for these students, teachers must possess solid knowledge in both special education and subject-specific teaching methods. Without these skills, a genuinely inclusive classroom is difficult to achieve.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-65755 |
| Date | January 2024 |
| Creators | Taskoska, Katarina, Löwegren, Sara |
| Publisher | Malmö universitet, Institutionen för naturvetenskap, matematik och samhälle (NMS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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