Abstract This study explores the strategies teachers utilise to create inclusive learning environments. The research involved 36 primary and secondary school teachers who participated in continuing professional development to promote inclusivity in their classrooms. In the analysis of data arising from focus group interviews, four dimensions of inclusive teaching strategies were utilised: framing, relational, didactic and organisational dimensions. The teachers emphasised the importance of relations with the students and of creating a safe and accepting classroom climate. They also highlighted the need for teaching competencies that allow for lesson planning based on students’ diverse learning abilities, with differentiation, individualisation and variety being key themes. Within the framing dimension, the importance of structure and predictability in teaching was noted. In the organisational dimension, staffing, including co-teaching, emerged as a potential key factor in achieving inclusive learning environments. The study contributes valuable insights into planning and conducting education to realise an inclusive learning environment.
Susanne Hansson (Thu,) studied this question.