|PhD student at||Malmö University, Sweden|
|Employed at||Malmö University, Sweden|
|Title of research||Perspectives on inclusion and inclusive education for students with neurodevelopmental conditions.|
|Abstract||The purpose of this thesis is to examine and highlight structures, values and norms that shape the school systems, recognizing the challenges and opportunities that arise when creating a school for the diversity, advocating every child’s right to attend school and society on their unique conditions. Further, the aim is to describe a universally designed inclusive school out from the perspective of students with neurodevelopmental conditions (NDC), their peers, as well as professionals in school. A mixed methods research design, including surveys, interviews in focus groups, and observations are used. The research questions are: |
RQ 1. Which opportunities and challenges arises socially and academically for this student group and their peers in a diverse and inclusive school? RQ2. Which opportunities and challenges arises in the classroom for the teachers and paraprofessionals? RQ3. Which opportunities and challenges arises on an organizational level? RQ4. Does professional development for school professionals in disabilities, inclusion and accessibility, designed from a student perspective, enhance students’ learning?
|Publications||Lüddeckens, J. (2020). Approaches to Inclusion and Social Participation in School for Adolescents with Autism Spectrum Conditions (ASC)—a Systematic Research Review. Review Journal of Autism and Developmental Disorders, 1-14.|
|Funding||Special Education for Teacher Educators (SET) funded by the Swedish Research Council (grant no. 2017-06039)|
|Examination lic||Scheduled for 2022|