1. Subject teachers responding to diverse students in inclusive schools Hafdís Guðjónsdóttir Professor Jóhanna Karlsdóttir Assistant Professor University of Iceland ECER 2015 "Education and Transition. Contributions from Educational Research” Corvinus University of Budapest 10 September 2015 University of Iceland Research Fund

2. Teaching divers learners with different School(subjects) This research is a part of an international project, TdiverS: The project TdiverS is part of the Lifelong Learning Programme Comenius networking International Partners come from: Germany, Iceland, Lithuania, Luxembourg, Spain, and Sweden.

3. TdiverS The purpose of the project is to learn how teachers organize their subject teaching in diverse classrooms. The aim is to strengthen the awareness of the diversity of frameworks, conditions and determining factors for teaching.

4. Background Inclusive education is an on-going process (UNESCO-IBE 2008). The educational policy evident in the national curriculum is based on six fundamental pillars of literacy in the widest sense, education for sustainability, democracy and citizenship, education for equality, creativity and health (The Ministry of Education, Science and Culture, 2012). It is in the hands of teachers to change and develop pedagogy, curriculum and assessment for all students. Team teaching, cooperative learning, and problem solving teams are ways to support education for all. It is critical that classrooms and teaching strategies are diverse (Meijer, 2003, 2005).

5. Inclusive practice Inclusive school practice –is fundamentally grounded in the ideology of democracy, human rights and full participation of all (Ainscow, 2005; Florian, 2008; Guðjónsdóttir & Karlsdóttir, 2009; Jónsson, 2011). –finds ways to educate all students successfully, by working against discrimination (Slee, 2011; UNESCO, 1994). –provides all students with quality education according to their needs and ability –shares the responsibility (Armstrong, 2005). –responds to a diverse group of students and adapts and differentiates teaching and learning to all students (Guðjónsdóttir, 2000, 2003; Florian, 2008).

6. Inclusive teachers Teachers are the key in developing inclusive practices and pedagogies (Ainscow, 2008, Meijer,2003) By drawing on students resources as teachers plan and provide scaffolding for students, it is possible to include everyone in the general classroom. Subject teachers need to be aware of the diversity in the student group and take into account that students learn in different ways.

7. Research The purpose is to learn how teachers organize their subject teaching in diverse and inclusive classrooms. The aim is to collect examples of innovative teaching in order to promote the development of education for all in inclusive environments. The research questions: How are teachers responding to diverse students in their subject teaching? How do they do that in different subjects as math, language, and sports? How do teacher collaborate as they teach diverse group of students? What kind of support do teachers ask for and what kind of support do they receive? The Icelandic

8. Research method Participants and data collection Three participatory researchers from the UI and five schoolteachers The selection of schools and participants was purposeful –four compulsory schools known for their inclusive practice were invited to take part in the research Enhancing the credibility of the data –Four focus group interviews with 8 participants (All interviews were recorded and transcribed) –Teachers´ narratives –Two days of field observations in all four schools Data was collected by note taking, photographing and videotaping the practice in each inclusive practice Data analyzed through coding categories and constant comparative method data grouped by keywords and descriptions (Wolcott, 2005).

9. Build on students resources

10. Responding to different needs

11. Innovative strategies Cooperative learning

12. Give students opportunities to set their goals and make choices

14. Discussion Challenges: Collaboration –Trust –Resourses v. disabilities –How different matters are tackled Færa þennan lið til hægri (JK) Different theoretical background (special and general teachers) Organization inflexible –Unwilling to change the plan –Conservative environment Responsive Teachers: Design teaching and learning in collaboration with students, family and other professionals Build on student resources (strength, abilities, interest, knowledge, experience…) Are open to different ways of learning Are flexible and create multiform teaching and learning To promote inclusive education that supports learning for all students attitude is important, openness towards diverse students and willingness to change and adapt according to students‘ resources.