[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592703-105":59,"doc-detail-592703-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","attaining-new-knowledge-on-inclusive-education-a-case-study-of-students-voices","Attaining New Knowledge on Inclusive Education - A Case Study of Students’ Voices","","Research examines how students in a Master’s programme on Special and Inclusive Education (MASIE) understand what they learn about inclusive education during the programme. Using a case study approach, ten participating students’ perceptions were explored through an open-ended questionnaire completed halfway through their studies. Qualitative statements were analysed inductively, yielding three themes: understanding of inclusive education, awareness of change, and success criteria for practicing inclusive education. Findings indicate expanded, nuanced knowledge and readiness to implement inclusive education in practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/attaining-new-knowledge-on-inclusive-education-a-case-study-of-students-voices/592703/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/attaining-new-knowledge-on-inclusive-education-a-case-study-of-students-voices/592703.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on MASIE students’ learning?","Question",{"text":112,"@type":113},"To gather students’ voices and explore their perceptions of what they learned about inclusive education during the Master’s programme, including how their understanding may have changed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected and analysed?",{"text":117,"@type":113},"Ten students completed an open-ended questionnaire halfway through their studies. Their qualitative statements were analysed using an inductive approach.",{"name":119,"@type":110,"acceptedAnswer":120},"What three themes emerged from the students’ qualitative statements?",{"text":121,"@type":113},"Understanding of inclusive education, awareness of change, and success criteria for practicing inclusive education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592703,1792167622,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Attaining New Knowledge on Inclusive Education: A Case Study of Students’ Voices  \nBy Jorun Buli-Holmberg*  \nLeda Kamenopoulou†  \nThe purpose of this research was to gather the voices of students undertaking a Master’s programme on Special and Inclusive Education by exploring their perceptions of what they have learned about inclusive education during the programme. We used the case study approach in order to investigate the students’ perceptions and reflectionson their learning outcomes related to how they understand inclusive education, with specific focus on the students’ awareness of change, how they understand the principle of inclusion and their explanations of inclusive education. Ten students participating in the Master’s programme took part in the study. Data were collected with an openended questionnaire tool that students completed halfway in their studies. Students’qualitative statements were analysed through an inductive approach and three main themes emerged: \"understanding of inclusive education\" \"awareness of change\", and\"success criteria for practicing inclusive education\". Results suggest that the student group as a whole considered that they had attained new knowledge, expanded and nuanced their understanding of inclusive education, and the majority of the students were aware of how they had enriched their knowledge and were able to state how they will go about implementing inclusive education in practice.  \nKeywords: Diverse Needs, Inclusion/Inclusive Education, Policy and Practice, Student teacher perceptions.  \nIntroduction  \nThe present case study investigated 10 students’ understanding of inclusive education during their participation in a Master’s Programme in Special and Inclusive Education (MASIE), and the possible changes to their understanding.  \nMASIE intends to meet the needs for developing teacher competence and understanding of inclusive education with a specific focus on the education for pupils with special needs, and to enhance and support practice. The new knowledge the students attain through their master’s studies will be an essential factor in their future competence to implement inclusive education in practice. The Salamanca Statement (UNESCO, 1994, p. 40) states that: \"Appropriate preparation of all educational personnel stands out as a key factor in promoting progress towards inclusive schools.\" Since the purpose of MASIE is to build teachers’ competence in inclusive education and to enhance practice, we wanted to investigate in detail the new knowledge, if any, that the students attain through  \n* Associated Professor in Special and Inclusive Education, University of Oslo, Norway.  \n† Senior Lecturer in Special and Inclusive Education, School of Education, University of Roehampton, London, UK.  \n[https://doi.org/10.30958/aje.4-4-5](https://doi.org/10.30958/aje.4-4-5) doi=10.30958/aje.4-4-5  \ntheir studies, in what ways they think their understanding may be changing and how they expect this new knowledge to influence what they do in practice.  \nIn order to provide the context for this case study, we will first set out some of the core elements of the curriculum of MASIE. Norwich (2005) describes inclusive education as a philosophy that provides all students with learning community membership and opportunities for academic and social achievement, based on the principle that students have unique needs that should be valued.  \nInclusion in education is rooted in the principle of the human right to education stated in Article 26 of the 1948 Universal Declaration of Human Rights as follows: \"Everyone has the right to Education. […] Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. \"  \nThis statement is based on values such as equality, diversity and social coherence as the main goals for education, in a school where all children have equal opportunities to participate and the right to ","cbCaij79Co4coSpm","https://ap.wps.com/l/cbCaij79Co4coSpm","pdf",747575,15,"English","# Introduction\n## Purpose and research focus\n## MASIE curriculum context\n## Foundations and principles of inclusion","[{\"question\":\"What was the purpose of the study on MASIE students’ learning?\",\"answer\":\"To gather students’ voices and explore their perceptions of what they learned about inclusive education during the Master’s programme, including how their understanding may have changed.\"},{\"question\":\"How were data collected and analysed?\",\"answer\":\"Ten students completed an open-ended questionnaire halfway through their studies. Their qualitative statements were analysed using an inductive approach.\"},{\"question\":\"What three themes emerged from the students’ qualitative statements?\",\"answer\":\"Understanding of inclusive education, awareness of change, and success criteria for practicing inclusive education.\"}]","Attaining New Knowledge on Inclusive Education - A Case Study of Students’ Voices | PDF",1792075148,38]