Inkluderande biologiundervisning. Undervisningsmetoder för att stärka lärandet hos elever med inlärningssvårigheter.

Sammanfattning: Teachers in secondary school experience various challenges and difficulties when it comes to teaching students with learning disabilities. The teachers have described many experiences with these students as unmanageable and frustrating because of how challenging it can be. Reports and school inspections show that these students do not get the amount of support that they are entitled to. This is problematic since the teacher’s ability to create inclusive learning environments is affecting the student’s accessibility to learning. It is important that all students get the opportunity to learn and understand what is being taught in different subjects in school. In this study we highlight different strategies and methods that can be used by teachers to include and enhance learning for students with learning disabilities in biology education. Upon analyzing the available and relevant research in this field, conclusions are drawn regarding the most successful teaching methods to include these students. These methods can be clustered into the following three main areas: active or hands-on learning, strategies to strengthen difficult areas of education and collaboration amongst teachers. We also discuss different factors as to why it can be difficult for teachers to create an inclusive classroom. By understanding these different methods and factors, we draw various conclusions about teachers’ views on (1) inclusive classrooms and (2) students with learning disabilities. Research points to the importance of teachers’ understanding of the different methods and strategies. It also stresses the importance of teachers’ understanding of various learning disabilities and how disabilities can impact the performance of the students in school. Furthermore, researchers agree on the importance of teachers’ ability to teach in a classroom consisting of both students with and without learning disabilities.