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tances, and both of which I was taught to do at secondary school, though I have
long since forgotten them. The contrast brings to mind Tomas Tranströmer’s poem,
“From March ’79” (“Från Mars -79”) (Tranströmer, 1983/2001), in which, tired of
all those who come with “words but no language” (“ord men inget språk”), he goes
to a snow-covered island, where he finds solace in the wilderness and in the tracks
of a deer that he sees in the snow: “language but no words” (“språk men inga ord”).
The participation of students with severe learning difficulties, including non-verbal
students, in shared educational activities alongside their peers, may help to
teach us that it is not always necessary to use words to enter into dialogue.
references
Alexander, R. J. (2001). Culture and Pedagogy: International Comparisons in Primary
Education. Oxford: Blackwell.
Bakhtin, M. M. (1929/1984). Problems of Dostoevsky’s Poetics, edited and translated
by Caryl Emerson, with an introduction by Wayne C. Booth (C. Emerson,
Trans.). Manchester: Manchester University Press.
Dickens, C. (1854/1989). Hard Times. Oxford: Oxford University Press.
Galton, M., Hargreaves, L., Comber, C., Wall, D. & Pell, T. (1999). Changes in Patterns
of Teacher Interaction in Primary Classrooms: 1976-96. In: British Educational
Research Journal, 25 (1), pp. 23-37.
Rosenqvist, J. (2010). The Special Educator and the Special Teacher in co-operation
for optimal learning occasions for all students. In: Ellger-Rüttgardt, S. L. &
Wachtel, G. (eds.). Pädagogische Professionalität und Behinderung: Herausforderungen
aus historischer, nationaler und internationaler Perspektive. Stuttgart:
Kohlhammer, pp. 149-159.
Skidmore, D. (2004). Inclusion: The Dynamic of School Development. Buckingham:
Open University Press.
Tranströmer, T. (1983/2001). From March ’79 (Från Mars -79) (J. F. Deane, Trans.).
In: Benson, G., Chernaik, J. & Herbert, C. (eds.). Poems on the Underground.
London: Cassell, p. 250.
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