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Lesson study for students with intellectual disability
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).ORCID iD: 0000-0002-0119-5490
2020 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, no 3, p. 245-259Article in journal (Refereed) Published
Abstract [en]

Purpose

This study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of the intervention.

Design/methodology/approach

Lesson study was used as a methodological framework. Ten special educational needs teachers met the researcher for three collaborative meetings. Between meetings, teachers performed and adjusted a lesson on a particular mathematical issue: quantity and size judgment. To evaluate the lesson design, students completed pre- and post-lesson examinations and attitude tests with Likert-type scales.

Findings

Students' knowledge increased during the study. The mean scores for the first group (six students) were 4.3 in the pre-test and 6.5 in the post-test (effect size 0.9). For the second group (four students), the mean score was 3.8 in the pre-test and 4.3 in the post-test (effect size 0.2). Attitude measurement showed split opinions; seven students had a positive experience and three had a predominantly negative experience. Assessment of teacher certainty using transcribed audio recordings of teachers' statements during the collaborative meetings indicated a positive relation between teacher expressions of certainty and student learning. The teacher–researcher collaboration increased teachers' focus on student learning and deepened the researcher's analysis.

Originality/value

There is an urgent need to explore collaborative development in special educational needs teaching. Lesson study is an effective way of examining teachers' collaborative processes using data on teachers' reasoning about teaching and students' learning.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2020. Vol. 9, no 3, p. 245-259
Keywords [en]
Lesson study, Intellectual disability, Special educational needs teaching, Collaborative meetings, Mathematics, Professional certainty
National Category
Didactics
Identifiers
URN: urn:nbn:se:mau:diva-17477DOI: 10.1108/IJLLS-12-2019-0082ISI: 000532709400001OAI: oai:DiVA.org:mau-17477DiVA, id: diva2:1439317
Available from: 2020-06-12 Created: 2020-06-12 Last updated: 2022-05-16Bibliographically approved
In thesis
1. Att få tillträde till lärprocesser: professionell utveckling för lärare som undervisar elever med intellektuell funktionsnedsättning och autism i grundsärskolan
Open this publication in new window or tab >>Att få tillträde till lärprocesser: professionell utveckling för lärare som undervisar elever med intellektuell funktionsnedsättning och autism i grundsärskolan
2022 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis aims to contribute to knowledge about how teachers can develop their practice to enable students with intellectual disability (ID) and autism to participate in education. Pragmatism, situated learning, and variation theory have been guiding the studies. The research program follows an iterative design with an exploratory sequential design. The initial phase synthesized findings from practice-based research in the educational context of children with ID and co-occurring autism. In the next step, an intervention using Lesson Study, inspired by identified gaps in the research, targeting teachers' professional development and students' learning, was explored through quantitative and qualitative analyses of pre-and post-test data. After the initial examination, the intervention was adjusted and implemented in compulsory schooling for pupils with learning disabilities (CSPLD), for pupils with ID and autism. The main research question was: What, in a professional development program, contributes to enhancing teachers' abilities to develop teaching to increase educational participation for pupils with ID and autism?The narrative synthesis discerned six factors of importance to developing teaching practices in the Swedish CSPLD and thereby promoting contextualized inclusion for pupils with ID and autism. Namely, a. the inportance of collaborative work, b. focus on the pupils' participation in learning situations, c. distance to own teaching by video-based reflections, d. structured observations, e. analyses of how the design of lessons affects pupils' learning, f. changed focus from pupils' behavior to teaching and learning, and more generally, continuity regarding professional development over time. In conclusion, to gain further knowledge of teaching and learning in the context of CSPLD and achieve sustainability in the community where teachers share knowledge and curiosity about teaching and learning, Lesson Study is recomended as part of the SEND teacher commitment.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2022. p. 172
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 98
Keywords
Autism, Educational participation, Intellectual disability, Practice-based research, Professional development, Special didactics, Teacher-researcher collaboration
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-51470 (URN)10.24834/isbn.9789178772629 (DOI)9789178772612 (ISBN)9789178772629 (ISBN)
Public defence
2022-05-25, Aulan Hälsa och samhälle eller via livesändning, Jan Waldenströms g. 25, Malmö, 13:15
Opponent
Supervisors
Funder
Swedish Research Council
Note

Due to copyright reasons, article 4 is not included in the fulltext online.

Available from: 2022-05-16 Created: 2022-05-16 Last updated: 2023-05-25Bibliographically approved

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Klefbeck, Kamilla

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