Coherence in conditions for learning in special education. Issue 4 (8th August 2019)

• Record Type: Journal Article
• Authors: Fagerlid Festøy, Anne Randi; Haug, Peder
• Is Part Of: European journal of special needs education. Volume 34:Issue 4(2019)
• Page Start: 469
• Page End: 484
• Publication Date: 2019-08-08
• Subjects: Coherence -- special education -- conditions for learning; Special education -- Europe -- Periodicals; 371.905
• DOI: 10.1080/08856257.2018.1542227
• Languages: English
• ISSNs: 0885-6257

Abstract

ABSTRACT: This article concerns special education for pupils in forms 1–4, and to what extent pupils, parents and teachers have a coherent understanding of the conditions for learning. To study coherence we focused on three key areas for learning: expectations, relationships and cooperation . The findings reveal a considerable disparity in how the various actors interpret the pupils' situation. Divergent perceptions weaken the preconditions necessary to create a coherent teaching situation, which represent a challenge to the pupils' learning. It seemed that creating coherence at the system level or at the individual level was not valued. The various actors spoke of the same challenges, but only to a small degree were they aware of each other's understanding, expectations and experiences of the same areas.