Norwegian teachers: competencies perceived as important for inclusive education

ABSTRACTThis study explored what teaching competencies teachers in Norwegian Junior high and Senior high schools perceived as important to their teaching in inclusive education (IE) classrooms. The participants (N-206) responded to a 15-item survey Perceived Competencies for Inclusive Teaching Scale focussed on competencies, and one open-ended question about the resources that will support effective teaching. The results were analysed using descriptive statistics, t-tests, ANOVA and qualitative procedures. The results showed that participants identified, among others, competencies such as Modifying learning content to meet students’ different learning needs, Identifying special needs and Scaffolding strategies as the most important. The key resources teachers identified to enable implementation of IE included training in special education, more time for teaching, more pedagogical discussions sessions and school leadership. The implications for IE practice in Norway are discussed in relation current arrangements in schools and teacher training.KEYWORDS: Norwayinclusive educationteachers’ competencies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAhmed Bawa KuyiniDr Ahmed Bawa Kuyini is currently engaged as Associate Professor of Social Work in the College of Global, Urban & Social Studies at the RMIT University, Melbourne Australia. His research focuses on Special /Inclusive Education, Educational psychology, Social Work.Mohammed Awal AlhassanDr Mohammed Awal Alhassan is a lecturer of English and Science at Adult Education in the Ski Municipality in Norway. He has taught Geography and Social Science at the Teachers Training College in Ghana. His research interests include minority education, special education and inclusive education in Ghana and Norway.Boitumelo MangopeDr Boitumelo Mangope is a Senior lecturer in Special Education in the Department of Educational Foundations at the Universityof Botswana. Her research interests include inclusive education in the area of learners with IDD. She has been leading research in relation to transitions for students with IDD, pastoral guidance & counselling and stigma associated HIV/AIDS among adolescents.Thenjiwe Emily MajorDr Thenjiwe Emily Major is a Senior Lecturer in the Department of Educational Foundations at the University of Botswana. I currently, teach integrated foundation of education courses (Philosophy, Sociology, History of Education) to undergraduate and graduate courses. I also co-teach qualitative research to graduate students.