Abstract for: Inclusion on a systemic level and its influence on teachers’ expectations

This paper is reporting on a Scandinavian inclusion project which focuses on school culture and its framing condition resulting in a structure of expectations in and about school. In specific, the project investigates on the relationships between the structure of expectations inside school, the local community, and vice versa. One central assumption is that the conscious reflection on expectations will contribute to improve inclusion on a systemic level. The opportunity to rearrange these structures is to implicitly (re-)construct a role model for the students for an inclusive school. This will create a better working situation for teachers concerning their teaching and the learning opportunities for their students respectively. A working SD-model is derived by using an educational change theory (Goodson, 2001) and sociological and educational studies (Pritchard, Morrow & Marshall, 2007; Langfeldt, 2015). As starting point, a conceptual model was constructed on qualitative data, already collected by a pilot study (School-In, 2015).