Teaching Staff Collaboration as a Key for Inclusive Education: Case Example From Finland

• In Event: 47.051 - Sociocultural Traditions to Study Teaching and Teacher Education for the Inclusive Classroom

Abstract

Objectives. Previous studies aptly point out the need to establish collaborative work practices among school staff to reach the goal of provision of inclusive education (Savolainen et al., 2012; Giangreco et al., 2010; Lyons, 2016). However, it has been reported that “mainstream” classteachers are not adequately prepared to teach in inclusive settings (Engelbrecht et al., 2013; Mc Grimmon, 2015). We aim at extending the current understandings of collaboration among classroom teachers, subject teachers, special education teachers and teaching assistants in a school in Finland. We ask; what are the conditions and dynamics for teacher collaboration toward inclusive teaching practices for students with disabilities in “mainstream” classrooms?

Perspective(s). We apply cultural-historical theorizing to the study inclusive education (see also Pearson, 2009; Yamagata-Lynch & Haudenschild, 2009; Cenci et al., 2016). This is a particularly useful lens when we want to understand what makes collaboration work. From this perspective, flexible tools (boundary objects) and common vocabularies are needed to make sense of collaboration in its many forms (Author, 2015). We define inclusion as a socially, culturally and materially mediated object-oriented activity and a process evolving in social interactions, involving multiple interrelated actors and practices.

Methods and data sources. Equity and participation are considered the major attributes of the Nordic model of education in Finland (Antikainen, 2006), which provides the context of our study. The empirical data stem from Finnish city-run comprehensive schools in one medium-sized city. These 19 schools have over 4000 students, including those, which have disabilities, such as mild learning difficulties and severe disabilities. The data comprise of 40 semi-structured teacher and teaching assistants’ interviews and results of the open-ended questions of a questionnaire conducted to 167 teachers and teaching assistants. The interview data were transcribed and analyzed by applying analytical tool of the activity system model, provided by the theory of expansive learning (Engeström, 1987).

Results. Our results illuminate how teachers wished for collaboration with the other teacher groups, but usually stayed in their traditional roles when teaching students with disabilities. This points to the historical boundaries between the different teacher groups, namely classroom teachers, subject teachers, special education teachers and teaching assistants. We reveal differences in the participating teachers subject position as well as their distinct perceptions of the object of the teaching activity creating challenges to the development of inclusive teaching practices. These conditions and dynamics complicate the inclusion of and provision of equal learning opportunities for pupils with disabilities in the mainstream classrooms.

Scientific significance. Our study adds to the scarce literature applying sociocultural theories and cultural-historical theorizing to the study of inclusion of students with disabilities. The study advances present day understanding of the significance of collaboration between different teacher groups to promote inclusive education in mainstream classrooms. The results suggest that efforts should be made to narrow the gap between special and mainstream education, and to promote new forms of collaboration among the professionals working with students with disabilities.

Authors

• Birgit Paju, University of Helsinki

• Anu Kajamaa, University of Helsinki

• Elina Kontu

• Raija Pirttimaa