"Co-operation between teachers and other professionals towards inclusion" Drawing upon some of our data and discussions in a number of European projects on inclusion and intercultural educational development in teacher education and on empirical studies on the development of innovative co-operation working towards inclusion in recent years this paper will discuss some of the conditions especially for the teachers co-operating with each other and with other professionals in developing innovative inclusive and intercultural educational learning environments in schools. There is a special focus upon the teachers working in a team structured school organization with successful inclusive developments. The paper will explore the relations between general pedagogical insights, innovative developments, intercultural education, values and respect, cooperation, professional identity and the social and cultural context of the teachers when working towards inclusion. The aim of the work has been exploring the innovative co-operative structures and practises; teachers, other professionals, pupils and parents are all in focus of the empirical work. The study includes empirical studies from all the perspectives from a survey as well as a narrative approach. A recent study to be included is a DNCIP (The Danish National Centre of Inclusive Practise) project supported by the Ministry of Education. The analysis is developed within the larger framework of the school organisation including the municipal support for school development and support for children with special needs. Attention is given to the aspects of professional innovative development of co-operation, knowledge, competences and professional change towards inclusion, which will be discussed further at the presentation using the concept of ‘innovative professional co-operation’ as a way of interpreting the teachers’ and other professionals’ practise development and as a possible framework for understanding how future support to the teachers may be developed in and around the school with perspectives to the European context.

The study includes data and discussions in a number of European projects on inclusion in recent years. The paper will discuss the nature of innovative inclusive and intercultural learning environments and co-operation in schools where teachers have developed an inclusive practise. The paper will explore the relations between general pedagogical insights, innovative developments, intercultural education, professional identity and the social and cultural context of the teachers when working towards inclusion. The aim of this paper is to include an empirical study especially focused upon the teachers’ and other professionals’ development of an innovative inclusive practise. The perspective is that of the teachers, the pupils, the parents, the school management and the municipal professional support, focusing on the development of innovative co-operative practise. Special attention is given to the aspects of professional knowledge, competences and professional change and cooperation working towards inclusion including perspectives at a European level.

Expected outcomes are conclusions as for innovative co-operative practises working towards inclusion - with insights and perspectives at a European level.