Kari Nes
Biographic Data
| ID | 6689218 |
|---|---|
| NAME | Kari Nes |
| GIVEN NAMES | Kari |
| FAMILY NAME | Nes |
| SIGNATURE | NES K |
| AFFILIATIONS | University of Inland Norway |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Valuing vulnerable children’s voices in educational research
Changing views on childhood and children’s rights entail an increasing demand for listening to children's voices, even in research. All children are, in principle, seen as vulnerable participants in research, but our concern is the particularly vulnerable children. By listening to them, researchers increase the chances of contributing to the improvement of the children’s total situations based on their own experiences. In this article, after disc…
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway
The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to stimulate responses was used for teacher interviews in lower secondary schools in Italy and Norway. Situation…
Inclusion at risk? Push- and pull-out phenomena in inclusive school systems
The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers. Typically, the terms push out and pull out refer to students with disabilities or other special-educat…
Developing inclusive teacher education?
Creating structures for inclusive development in teacher education
Developing inclusive teacher education
Strengthened adapted education for all — no more special education
We do not see what we do not see because we see what we see. (Moe, 1995 Moe, S. 1995. Sosiologisk betraktning, Oslo: Universitetsforlaget. [Google Scholar] with reference to Luhmann) In this paper, we will present some proposals by a committee whose mandate was to review basic education in Norway, and more importantly, we will discuss the reactions to these proposals. The committee made more than one hundred different suggestions. Our focus will …
Developing Inclusive Teacher Education
Inclusion at risk? Push- and pull-out phenomena in inclusive school systems
The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers. Typically, the terms push out and pull out refer to students with disabilities or other special-educat…
Valuing vulnerable children’s voices in educational research
Changing views on childhood and children’s rights entail an increasing demand for listening to children's voices, even in research. All children are, in principle, seen as vulnerable participants in research, but our concern is the particularly vulnerable children. By listening to them, researchers increase the chances of contributing to the improvement of the children’s total situations based on their own experiences. In this article, after disc…
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway
The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to stimulate responses was used for teacher interviews in lower secondary schools in Italy and Norway. Situation…
Developing Inclusive Teacher Education
Strengthened adapted education for all — no more special education
We do not see what we do not see because we see what we see. (Moe, 1995 Moe, S. 1995. Sosiologisk betraktning, Oslo: Universitetsforlaget. [Google Scholar] with reference to Luhmann) In this paper, we will present some proposals by a committee whose mandate was to review basic education in Norway, and more importantly, we will discuss the reactions to these proposals. The committee made more than one hundred different suggestions. Our focus will …
Developing inclusive teacher education?
Creating structures for inclusive development in teacher education
Developing inclusive teacher education
Inclusion at risk? Push- and pull-out phenomena in inclusive school systems
The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers. Typically, the terms push out and pull out refer to students with disabilities or other special-educat…
Valuing vulnerable children’s voices in educational research
Changing views on childhood and children’s rights entail an increasing demand for listening to children's voices, even in research. All children are, in principle, seen as vulnerable participants in research, but our concern is the particularly vulnerable children. By listening to them, researchers increase the chances of contributing to the improvement of the children’s total situations based on their own experiences. In this article, after disc…
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway
The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to stimulate responses was used for teacher interviews in lower secondary schools in Italy and Norway. Situation…
Pedagogy (7 works) · Psychology (7 works) · Mathematics education (6 works) · Sociology (6 works) · Collaborative Teaching and Inclusion (3 works) · Norwegian (3 works) · Special education (3 works) · Disability Education and Employment (2 works) · Education Systems and Policy (2 works) · Inclusion (mineral (2 works)