ABSTRACT

This study explores the desired future images of an inclusive school. In its policy documents, Finland has been committed to goals of inclusive education for decades; however, there are still challenges in its implementation. By utilising futures workshops, our research explores the factors envisioned by special education teacher students regarding the desired future of an inclusive school. The factors form three dimensions: structural, social, and emotional. Additionally, certain factors were assessed to fit into more than one dimension, which results in four overlapping aspects of services, commitment, a meaningful school path, and the school’s comprehensive role in the community. Our results emphasise the systemic nature of inclusion in education, which further reinforces the understanding of inclusion as a process.

摘要

本研究探讨了包容性学校理想的未来形象。数十年来，芬兰在其政策文件中一直致力于实现全纳教育的目标；然而，其实施仍存在挑战。通过利用未来研讨会，我们的研究探索了特殊教育教师学生对包容性学校的理想未来所设想的因素。这些因素形成三个维度：结构性、社会性和情感性。此外，某些因素被评估为适合多个维度，从而导致服务、承诺、有意义的学校路径和学校在社区中的综合作用四个重叠方面。我们的结果强调了教育包容的系统性，这进一步加强了对包容作为一个过程的理解。