This article discusses the multifaceted concept of inclusion referring to a study (Kotte, 2017). It aims to contribute with deeper knowledge of teachers’ perceptions of inclusive education regarding students’ diverse learning prerequisites. The methodology is a combination of a quantitative and qualitative data analysis related to teachers participating in a Swedish national research and school improvement program. The analysis is performed through Biesta’s dimensions of the aim of education, Uljens’ model for analyzing didactic action; Hedegaard-Sørensen’s situated professionalism and Tomlinson’s differentiation of teaching. Some main results show that teachers have a positive attitude to inclusion but they also understand it as a difficult task to carry through during lessons. They experience a dilemma between single students’ needs and the interests of the class as a whole. Further results indicate that collegial collaboration is regarded as a valuable aspect for the inclusive didactic lesson planning and lesson work to be successful.

Este artigo analisa o conceito multifacetado de inclusão, conforme estudos de Kotte (2017). O trabalho pretendeaprofundar o conhecimento sobre percepções dos professores sobre educação inclusiva a respeito dosdiferentes pré-requisitos de aprendizagem dos estudantes. A metodologia aplicada foi uma combinação demétodos quantitativos e qualitativos usados em dados levantados sobre o trabalho de professores queparticipam num programa nacional de pesquisa sueco sobre melhoria nas escolas. O estudo emprega osconceitos de Biesta sobre as dimensões do objetivo da educação, o modelo de Uljens para análise da açãodidática, o profissionalismo conforme Hedegaard-Sørensen e a diferenciação de ensino de Tomlinson. Concluiuse que os professores têm uma atitude positiva a respeito da inclusão, mas também a consideram difícil de serimplementada durantes as aulas. Eles vivenciam um dilema entre necessidades estudantis individuais e ointeresse da turma como unidade. Resultados adicionais indicam que a colaboração colegial é considerada umaspeto de valor para o sucesso no planeamento e trabalho na aula inclusiva. 

Este artículo analiza el concepto multifacético de inclusión refiriéndose a un estudio (Kotte, 2017) cuyo objetivoes contribuir con conocimiento más profundo sobre las percepciones de los educadores sobre educacióninclusiva respecto los diversos prerrequisitos de aprendizaje estudiantil. La metodología es una combinación deanálisis de datos cuantitativos y cualitativos relacionados con los educadores que asisten a un programa nacionalsueco. El análisis utiliza los conceptos de Biesta sobre las dimensiones del objetivo de la educación, el modelo deUljens con la acción didáctica, el profesionalismo según Hedegaard-Sørensen y de la diferenciación deTomlinson. Algunos resultados principales muestran que los educadores tienen una actitud positiva, peroentienden como un área difícil durante las lecciones. Experimentan un dilema entre las necesidades individualesde los estudiantes y el interés de la clase. Otros resultados indican que la colaboración colegial es un aspectoimportante para la planificación didáctica y el éxito de lecciones inclusivas. 

The notion of inclusion is not a simple matter to define. It will mean different things to different people at different occasions. In school, inclusive education, may relate to a democratic view, meaning that all students should have the same opportunities and rights to participate in the mainstream educational schooling, on equal terms. In the current school political debate, the term “inclusive education” has gained a significant position and can relate to students’ grades in school subjects. The awareness of inclusion partly comes from critical reflections about how schools are handling the diversity amongst students. This thesis is part of a national research and school improvement program dealing with inclusive learning environments for students in the compulsory school. The aim of the study is to contribute with knowledge concerning teachers’ conceptions about lesson planning and teaching from a student inclusive perspective. Focus is on teachers’ perceptions of the multifaceted teaching in heterogeneous classes where the diverse qualifications of the students bring different challenges. The study contains two empirical investigations. The first one has a quantitative methodological approach, using a web-based questionnaire directed to all teachers, whose schools take part in the national program. The second study has a qualitative research design and the empirical data contains a case study with informants from three schools that also participated in the program. The theoretical analysis, based in a pragmatic understanding, is performed through Biesta’s dimensions of the aim of education; Uljens’ model for analyzing didactic action, Hedegaard-Sørensen’s approach on situated professionalism and Tomlinson’s perspective on differentiation of teaching as a basic pedagogical principle. The results show that teachers hold a positive attitude to the idea of inclusion. Mediating knowledge, in an inclusive teaching context, is regarded as an important but also as a difficult task to carry through during lessons. The teachers experience a dilemma when teaching-balance is requested between single students’ needs and the interest of the class as a whole. Differentiated teaching, taking into consideration the students’ diverse ways of learning, is conceived as an important aspect from a student inclusive perspective. The results also show that collegial collaboration, before as a well as during and after completed lessons, is regarded as a valuable aspect for the inclusive didactic lesson planning and lesson work to be successful.