Expertise beyond teaching? Insides of the Interdisciplinary cooperation in the context of inclusive education in Canton of Bern

In Canton of Bern reforms are aimed at ensuring quality access to education through offering different models of “integrative education” and all-day schooling opportunities. However, studies in this field have revealed that not all stakeholders have a positive attitude towards the reform and the cooperation among the members of interdisciplinary teams remains challenging (Pfister, Sricker & Jutzi 2015; Chiapparini et. al. 2018). The current study attempts to shed the light on the peculiarities of interdisciplinary cooperation in the context of inclusive education while answering the question: what is the perspective of the teachers, social workers and special pedagogues on the challenges and opportunities of the interdisciplinary cooperation in the context of inclusive education in Canton of Bern? The data will be gathered through focus group discussions with specialist representing the following main models of inclusive education: integrative, partially integrative and separative.
Publication bibliography
• Pfister, M.; Stricker, C. & Jutzi, M. (2015). Evaluation der Umsetzung von Artikel 17 des Volksschulgesetzes: Porträts und Erfahrungen von elf Schulstandorten im Kanton Bern. Bern: Erziehungsdirektion des Kantons Bern.
• Chiapparini, E.; Stohler, R. & Bussmann, Esther (Hrsg.) (2018), Soziale Arbeit im Kontext Schule. Aktuelle Entwicklungen in Praxis und Forschung in der Schweiz. Opladen: Budrich.