Additional workload or a part of the job? Icelandic teachers' discourse on inclusive education

The aim of this article is to examine the discourse of Icelandic compulsory school teachers on inclusive education. From 1974 and onwards, the education policy in Iceland has been towards inclusion, and Iceland is considered to be an example of a highly inclusive education system with few segregated...

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Bibliographic Details
Published in:International journal of inclusive education 2014-06, Vol.18 (6), p.580-600
Main Authors: Gunntorsdottir, Hermina, Johannesson, Ingolfur Asgeir
Format: Article
Language:English
Subjects:
Data Analysis
discourse
Discourse Analysis
Education
Educational History
Educational policy
educational policy and practice
Foreign Countries
historical discourse analysis
Iceland
Inclusion
inclusive education
Interviews
Mainstreaming
Mass Media
Parliament
Printed Materials
Regular and Special Education Relationship
Schools
Student Rights
Students
Teacher Attitudes
Teacher Responsibility
Teachers
teachers' discourse
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Summary:The aim of this article is to examine the discourse of Icelandic compulsory school teachers on inclusive education. From 1974 and onwards, the education policy in Iceland has been towards inclusion, and Iceland is considered to be an example of a highly inclusive education system with few segregated resources for students with special educational needs. In particular, the article focuses on what characterises and legitimises teachers' discourse on inclusive education, the contradictions in the discourse and how teachers have involved themselves in the process. We use the approach of historical discourse analysis to analyse the discourse as it appears in interviews with teachers and media articles on education as well as in key documents issued by the Parliament. The article provides an insight into the complexities of this topic and draws attention to underlying issues relevant to inclusive education.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2013.802027