Facilitation as a tool for inclusive processes in classrooms: when teachers are supported in developing inclusive environments in practice

A Danish survey shows that teachers find 25 % of the students challenging and having behavior problems in a way that undermine the idea of inclusive education (Nordahl, 2011). Allan (2008) emphasizes furthermore that there seems to be some insecurity about how to develop inclusive environment within schools and how to arrange inclusive teaching. As a consequence several municipalities in Denmark have employed inclusive supervisors to assist teachers through in developing inclusive education.
My study concerns how dialectic processes between supervisors within the field of inclusive education and teachers influence on inclusive processes in the classrooms. Furthermore, my study focuses on strategies, methods and approaches that are used by the supervisors to support teachers in order to develop inclusive education.
I have studied four different facilitation settings with teachers and supervisors over a period from 4 month to 12 month.