An aspect of a teachers inclusive educational practice: scaffolding pupils through transitions

Inclusive educational practice is a political vision in Norway as in several other Western countries. This article focuses on how the ideal of inclusive practice is realized in one particular classroom. As is the case for most Norwegian teachers, the practitioner in this study, Ann, has children with special needs in her class. Among these is a boy with behavioural problems. We know that inclusive practice is a complex field interwoven with a variety of activities. This article focuses on one aspect of the teacher?s inclusive practice; how she deals with transitions so that all her pupils, including this particular boy, can manage them. It also examines Ann?s reflections on transitions, and presents a narrative from her classroom to illustrate her practice. In the analysis her use of various scaffolding devices is presented.