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Browsing by Author "Óskarsdóttir, Edda"

Browsing by Author "Óskarsdóttir, Edda"

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  • Óskarsdóttir, Edda; Guðjónsdóttir, Hafdís; Tidwell, Deborah (Informa UK Limited, 2018-12-07)
    This self-study, based on research, conducted over five years, focuses on my leadership role employing an inclusion model of education in a school in Iceland serving students from ages 6 to 16. In this article, we examine how Edda’s practice helped ...
  • Óskarsdóttir, Edda (University of Iceland, School of Education, Faculty of Teacher Education, 2017-08-31)
    The compulsory school act in Iceland states that schools should be inclusive. This entails that schools need to provide every pupil with quality education according to their needs and ability, and to remove barriers to participation in learning and ...
  • Lakkala, Suvi; Óskarsdóttir, Edda (2021-07-02)
  • Óskarsdóttir, Edda; Gunnþórsdóttir, Hermína; Svanbjörnsdóttir, Birna María B.; Sigþórsson, Rúnar (2021-06-24)
    Menntun fyrir alla er einn af meginþáttum þeirrar stefnu sem íslenskt skólakerfi er byggt á. Í úttekt Evrópumiðstöðvar um nám án aðgreiningar og sérþarfir (hér eftir Evrópumiðstöðin) á framkvæmd stefnunnar, sem var birt 2017, kom fram að þrátt fyrir ...
  • Óskarsdóttir, Edda; Donnelly, Verity; Turner-Cmuchal, Marcella; Florian, Lani (Emerald Publishing Limited, 2020-04-25)
    Purpose This article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis ...
  • Óskarsdóttir, Edda; Gísladóttir, Karen Rut; Guðjónsdóttir, Hafdís (University of Lapland, 2019-03-15)
    The purpose of this chapter is to analyse the development of the inclusive education system in Iceland, as well as the response to the 2008 education act and 2011 National Curriculum. The idea of inclusion has been implicit in Icelandic law since ...
  • Óskarsdóttir, Edda; Guðjónsdóttir, Hafdís; Tidwell, Deborah (S-STEP, 2018)
    This paper is a result of a collaboration across three researchers: the first author is a leader of the support system at the Waterfront school (pseudonym used) whose practice is the focus of this study, and the second and third authors engaged in ...