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Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Kristianstad Univ, Fac Educ, Kristianstad, Sweden.ORCID iD: 0000-0002-0119-5490
2021 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 10, no 4, p. 348-361Article in journal (Refereed) Published
Abstract [en]

Purpose This research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil's (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices.

Design/methodology/approach Five teachers met with the author on four occasions. Between these meetings, the teachers delivered the lessons they had planned together. The author video recorded the meetings to discern how the teachers' expressions developed. The author shared their thoughts with another researcher to enable an interrater validity examination.

Findings The implementation of the lesson study vehicle enabled the teachers to transform their thinking from mainly focusing on pupils' deficiencies to instead focusing on their strengths. A relationship was found between teachers' understanding of central coherence, their skills in adapting received instructions and pupils' abilities to process and contextualize information or discern the whole picture.

Research limitations/implications Research that involves teachers in the learning process emphasizes the relation between teachers' thinking and their potential to enable the contextualized inclusion of pupils with learning disabilities.

Originality/value This research offers important insights into how school-day navigation for pupils with severe intellectual disability and autism can be understood through the lens of variation theory; the teachers' repeated and adjusted use of the frame on the schedule strip enabled Wilma to discern what would happen next during the school day.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2021. Vol. 10, no 4, p. 348-361
Keywords [en]
Autism, Central coherence, Inclusive education, Learning disabilities, Lesson study, Professional development
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-45832DOI: 10.1108/IJLLS-03-2021-0024ISI: 000691339400001Scopus ID: 2-s2.0-85113897702OAI: oai:DiVA.org:mau-45832DiVA, id: diva2:1593946
Available from: 2021-09-14 Created: 2021-09-14 Last updated: 2024-02-05Bibliographically 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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