A Former Special Educational Needs Teacher’s Critical Reflections About Lesson Plans and Adjustments: Educating Students With Intellectual Disability

Abstract

This chapter engages in a retrospective analysis of a teacher’s previous teaching experiences at a Swedish special-needs secondary school for pupils with intellectual disabilities. The chapter aims to explore the potential of reflective practice in supporting the professional development of special educational needs and disabilities (SEND) teachers, with the goal of improving the education and outcomes of their students. The chapter evaluates lesson plans centered on democratic values and student agency, using critical reflection within a step-by-step approach. Through this evaluation, the chapter presents implications for practice that illustrate how self-reflection and teacher-researcher collaboration can serve as practical tools for sustainable improvements in special-needs schools for pupils with intellectual disabilities, particularly with a focus on advocacy and conditions for learning. Through this evaluation, the chapter presents implications for practice that illustrate how self-reflection and teacher-researcher collaboration can serve as practical tools for sustainable improvements in special-needs schools for pupils with intellectual disabilities, particularly with a focus on advocacy and conditions for learning.