The ability to make wise judgements is critical in today's school as new public management (NPM) has had a strong influence on the public sector in recent decades. Judgement ability is necessary in all professions and this article turns to judgement ability in consultation, as described in interviews with eight special needs educators (SNE). Specifically, the purpose is to contribute to knowledge of consultation in special needs education by illustrating the use of different knowledge types together with the ethics in Aristotle's concept phronesis, focusing on situational judgement in SNEs' consultation. Theoretically, the article draws on different knowledge categories in combination with the ethics in phronesis. The results picture judgement ability as a multifaceted ability, with ethics as a prominent element as there is strong concern for the teachers in the SNEs' consultation. Consultation appears as a shared, ethical practice. NPM is absent in the results, which may depend on the focus on ethics. Implications for practice for schools and for education of teachers and SNEs are to recognise and discuss ethics in combination with practical and theoretical knowledge in teaching professions.

This study explores the strategies teachers utilise to create inclusive learning environments. The research involved 36 primary and secondary school teachers who participated in continuing professional development to promote inclusivity in their classrooms. In the analysis of data arising from focus group interviews, four dimensions of inclusive teaching strategies were utilised: framing, relational, didactic and organisational dimensions. The teachers emphasised the importance of relations with the students and of creating a safe and accepting classroom climate. They also highlighted the need for teaching competencies that allow for lesson planning based on students' diverse learning abilities, with differentiation, individualisation and variety being key themes. Within the framing dimension, the importance of structure and predictability in teaching was noted. In the organisational dimension, staffing, including co-teaching, emerged as a potential key factor in achieving inclusive learning environments. The study contributes valuable insights into planning and conducting education to realise an inclusive learning environment.

The purpose of this study is to produce new insights of ethical issues in special needs educators' (SNEs) consultation with teachers in Swedish schools, by using the theoretical lens of L & oslash;gstrup's (1997) theory the Ethical Demand. The research questions concern (1) how the SNEs describe the content of their consultation and (2) how the SNEs describe how they deal with resistance to consultation. Semi-structured interviews with eight SNEs were analysed by using the theory of The Ethical Demand by L & oslash;gstrup. Main results are that consultation is viewed as widening the thinking of the teachers and resistance is dealt with by SNEs avoiding undesired consultation. Resistance to consultation is regarded as a way for teachers to maintain their integrity when being forced to consultation. The study reveals that ethical issues are deeply integrated in consultation and the use of the theory of the Ethical Demand sheds new light on the ethical-philosophical grounds in SNEs' consultation practice.

Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning environments are constructed in segregated settings where pupils with ID are educated in Sweden. The study was conducted as a multiple case study, using observations and interviews with teachers and pupils in four special classes for pupils with ID (SCIDs). Drawing on curriculum theory, the four learning environments, in the results named as Alpha, Beta, Gamma and Delta class, respectively, appeared to be characterized by different ideas of schooling, labelled as knowledge-mediating, socializing, functional life skills and caring as well as teacher-centred classrooms. The study contributes to a deepened understanding of the complexity of education for pupils with ID in segregated settings.

Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling.