Connective Collaboration Around Alex-A Constant Searching Around Inclusive Education

Abstract

Abstract Hand in hand with policy developments, educational practices are constantly looking for how teachers can be (better) supported and professionalized in dealing with pupils with specific educational needs in regular education. Supporting and strengthening the competences of teachers in dealing with diverse needs is closely related to the question of connective collaboration within inclusive learning environments. But when is collaboration connective? In this ethnographic study, we set out using research material that succeeds in giving form and substance to connective collaboration within Alex's inclusion process. By means of a diffractive analysis, four helpful and necessary developments emerge: four doing words that emphasize a process that is never complete. 'Purposefully encountering', 'exchanging', 'negotiating' and 'affirming' encourage a continuous development towards connection in the interaction between Alex, his individually adapted curriculum (iac), the classroom environment, his family and all education and welfare actors involved. Keywords