Vad innebär bedömning i vår verksamhet? Denna fråga ställde sig ett antal pedagoger och deras dåvarande skolledare 2012, efter att ha satt sig in i den nya läroplanen för grundsärskolan. Kontakt togs med grundskoleförvaltningens utvecklingsteam och en idé började ta form. Uppdraget gavs till dåvarande FoU-Malmö utbildning och en praktiknära utbildning utformades tillsammans med RUC på Malmö högskola och Uppdrag AB vid Högskolan Kristianstad. Tillsammans med skolans medarbetare och utifrån de olika arbetslagens situation och förutsättningar utvecklades innehållet. På så sätt har utbildningen följt de intentioner för verksamhetsutveckling som formulerades kring den extrasatsning på utbildningssektorn i Malmö som fick namnet Skolsatsning 2012. Pedagoger måste få ett så verksamhetsnära stöd som möjligt. Men inte utifrån att ”experter” går in och ger ”recept”, vilket ju ibland efterfrågas, utan genom att de i dialog, och med forskningsbaserad input, bidrar till att pedagoger får möjlighet att, både enskilt och (framförallt) tillsammans, tänka kring dilemman i verksamheten (Leif Åhlander, 2013). Denna rapport består av de slutsatser processledarna gjort kring utbildningen samt de texter pedagogerna skrivit för att beskriva och problematisera sina processer.

The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals’ work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students' abilities in different subject. The data in this study are based on teams’ written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children’s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective. Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time. 

Special needs teacher (SNT) in special school for students with intellectual disability (ID) is a new profession, which has not been explored to greater extent and therefore it is important to highlight their professional role. The aim was to analyze what characterizes the SNTs work and assignments and what collaborations they engage in inside and outside the special school. Changes made to the policy document of the National Agency of Education 2011 and set new demands on SNTs, with stronger focus on skill assessment and improving the academic performance of students with ID. International research has also noted a trend towards an increased focus on academic skills in the teaching of students with ID. To collect data of SNT’s perceptions about competence, school assignments and collaboration, a questionnaire was constructed. The study group consisted of 88 respondents with special needs teacher degrees from three universities in southern Sweden. Lipsky's concept (1980) 'street level bureauucracy' constitutes the theoretical framework. The results showed that most SNTs had long work experience from a special school for ID before they started the special needs training program. When SNTs describe their work and assignments, classroom education is in the forefront. Other assignments e.g., supervision or subjectdevelopment exist, but not to the same extent as classroom teaching. It is also common for SNTs to collaborate with professionals both inside and outside the special school. A significant difference exists in interaction between primary and upper secondary school, as they have a common principal. One conclusion that was drawn was that SNTs have many collaboration partners, possess many different skills, and most of them continue as class teachers after the special needs teacher’s degree.

Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second study shows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added. 

Sedan mer än 200 år har ”Bildning för alla!” varit en pedagogisk utmaning. Devisen är knuten till tankar om likvärdighet, delaktighet och allas rätt till utbildning i ett inkluderande samhälle, men i boken betonas samtidigt de pedagogiska utmaningar som dessa intentioner för med sig. I antologin tar 26 författare från de nordiska länderna och Storbritannien upp aktuella frågor som på olika sätt knyter an till uppgiften om hur utbildningssystemet kan utvecklas i förhållande till elevers olikheter. I boken behandlas teman som varit centrala i forskningen hos professor Jerry Rosenqvist, som nu efter mer än fyra decennier av pedagogisk verksamhet går i pension. Boken tillägnas honom.

The study is part of a three-year schoolimprovement program in Sweden on creating inclusive learning environments, comprising several organizational levels from policy and management level to classroom praxis (http://www.ifous.se/programomradenforskning/inkludering/). Research on inclusive education in an international context frequently focuses the placement of individual students, administrative and organizational problems and attitudes towards policy and steering documents (Forlin, Douglas & Hattie, 1996 ; Ainscow & Miles, 2008 ). Often, a praxis of exclusion is built into educational systems (Van de Putte & De Schauwer, 2013 ) where thinking of students in categories forces pedagogues into locked positions (Tetler, 2000 ). In school development, the formation of teachers into teams may play a central part as an improvement strategy (Nordholm and Blossing, 2014 ). The aim of the present study is to document and analyze the processes experienced by 32 school teams, chosen by their school leaders in 12 municipalities to implement the intentions to create inclusive learning environments in their schools. The research interest focuses how the informants describe pedagogical and didactic prerequisites and organizational conditions and how they acted when implementing inclusive learning environments in the local school context, their role and legitimacy, the support structures and the signs of change they have seen towards a more inclusive learning environment during the developmental program. The methodological approach is inspired by on Social Justice, Equality and Solidarity in Education PAPERS 157 going evaluation (Ahnberg, Lundgren, Messing & von Schantz Lundgren, 2010) as a way to contribute knowledge about longitudinal developmental processes in school development close to local school context and praxis. Group interviews with the members of the teams were conducted each year in a dialogic manner with the ambition to give continuous feed back to the school teams as a way to promote developmental learning during the program. Except for visits to the schools and interviews, the researchers took part in seminars within the program and collected written documentation from the schools. The research interest concerns intentions expressed by the teams in the beginning of the program, the processes during the implementation phases and a final evaluation after three years. Data was analyzed according to qualitative content analysis and contains a rich variety of experiences and thick descriptions from the participants. Significant shifts of perspectives during the three years appear in the findings displaying how school problems and student-perspectives were understood, how the concept of inclusion was interpreted and enacted, how the teachers used analysis and reflection to promote inclusive learning environments and how frustration and insecurity among staff was transferred into collegial cooperation. The main shifts can be described in terms of taking steps from ideology to implementation, from being stuck in locked group constellations to finding flexible solutions, from seeing the teacher as the carrier of problems to collegial professionalism, and from viewing the student as the carrier of problems to analysing difficulties on several levels. School development related to inclusive learning environment is a democratic issue relevant in a Nordic as well as a global educational context and the complexity of educational organisation on different levels (Scheerens, 2015). 

I föreliggande rapport - den andra inom projektet "Specialpedagogik i mångfaldens Sverige" presenteras resultat från en studie av särskoleelever med utländsk bakgrund i Stockholm, Göteborg och Malmö i ett samarbetsprojekt mellan Specialpedagogiska institutet/Specialpedagogiska skolmyndigheten och Högskolan Kristianstad.

The aim of this study was to collect and analyze research on inclusive education from the perspective of parents of students with intellectual disability (ID). The review examined characteristics and trends related to geographical origin of research, design, data collection, publication source and year, source of data, age of individuals with ID, and research focus. The initial database search produced a total of 2,540 non-duplicated articles published between 1994 and 2019. In total, 63 articles were included from the initial search and a subsequent ancestry search. The results show a significant increase in publication on the topic in the final one-tenth of the review time parameter, suggesting a continued upward trend. The majority of articles were qualitative in design, used interviews and surveys to collect data, and focus on the perspectives and beliefs of parents on inclusive education. Gaps in the existing set of research included a lack of family perspectives beyond that of mothers (e.g. father, grandparent) and a limited focus beyond perspectives and beliefs, to that of parent experiences of inclusive education.

Denna forskningsrapport utgår ifrån det treåriga FoU-programmet ”Inkluderande lärmiljöer” som startade hösten 2012 med 31 deltagande grundskolor fördelade på tolv kommuner. Malmö högskola har sedan programmets start följt de skolutvecklingsprocesser som skett på flera nivåer: 1) på kommunal nivå, där de tolv kommunernas förvaltningschefer och inkluderingskoordinatorer varit en drivande kraft i processen med att utveckla inkluderande lärmiljöer i deras respektive kommuner, 2) på institutionell nivå, där det primärt varit fokus på hur inkluderande ledarskap avspeglats i programmet med utgångspunkt i de deltagande skolornas rektorer, och 3) skolornas lärmiljöer, där de konkreta pedagogiska och didaktiska anpassningar utvecklats och implementerats, för att skapa förutsättningar för delaktighet och goda villkor för alla barns lärande. Malmö högskolas forskning som följt projektet kan karaktäriseras som en ”multi-site” och ett ”multi-researcher”-projekt, som byggt på ett dialogiskt och respektfullt samarbete med FoU-programmets övriga parter: aktörer från de tolv kommunerna och 31 skolorna, Ifous (Innovation, forskning och utveckling i skola och förskola) samt SPSM (Specialpedagogiska skolmyndigheten).

Innehållet i artikeln lyfter betydelsen av att alla elever ges möjlighet att utöva inflytande i det egna lärandet. Lärarens relationskompetens betonas som en central aspekt i lärmiljön för att skapa undervisning som ger eleverna möjlighet att påverka undervisningens utformning och innehåll. I arbetet med elevers aktiva medverkan i lärandeprocessen beskrivs utvecklande av metakognitiva strategier och kamratlärande som framgångsrika arbetssätt. Genom artiklen får läsaren möjlighet att reflektera över er egen undervisning i syfte att öka elevers inflytande samt hur utvärdering och återkoppling kan användas som stöd i arbetet. Syftet är att läsaren utvecklar en djupare medvetenhet kring hur olika förutsättningar som ges för elever att utveckla kunskap om och förståelse för sin egen lärprocess kan bidra till ett ökat lärande.

Innehållet i artikeln lyfter praktiknära forskning som synliggör hur olika skolor har arbetat med att skapa inkluderande undervisning för att möta elevers olikheter. I denna forskning ger lärare exempel på hur de arbetar med stödjande strukturer i lärmiljön. 

I artikeln belyses även Universal Design for Learning (UDL) som är ett ramverk för inkludering när det gäller planering, genomförande och utvärdering av undervisning. 

The thesis should be regarded as a contribution to the development of knowledge about the interaction taking place in the educational setting for pupils with PIMD in Sweden, the training school (Sw. Träningsskola), and the contextual and interactional conditions that characterizes this educational setting. The study is expected to contribute to a deeper understanding of the pedagogical praxis in the training School and the pupils’ possibilities to be agents within the processes of interaction, participation and learning. The thesis aims to contribute to the development of knowledge about the contextual and interactional conditions that training school pedagogic practice is characterized by.

The study's overall purpose is to analyze the participation and interaction in the context of five training school classes. A particular focus is placed on teaching organization and the interaction patterns appearing in the pedagogical practice and what kind of consequences the interaction has for the pupils’ participation. Participation in this study refers to how the teams and students jointly create interaction in classrooms, the patterns produced by the interaction.

The study draws on a theoretical framework that is influenced by ethnometodological work and from the dramaturgical framework by Goffman, where the participant’s social actions and methodical ways of making sense in a social setting are in focus. The design of the data collection is inspired by an ethnographic approach and is constructed as a classroom study.

The empirical material was collected by classroom observations and by video recordings. The data derive from video recordings that were made during spring 2009 and spring 2010 in five training school classes and all together twenty  pupils (age 8-19, eleven boys and nine girls) and 28 members from the teams (nine special teachers,  two music teachers,  one psychical education teacher and 16 assistants) participated in the study.

The results are showing that the pedagogical practice in training school was defined by six different areas: Circle time, One-to-one tuition, Group joint education, Snack time/ lunch, Breaks and play-time and Transitions.  In the interaction between the pupils and the staff the pupils’ positions was constructed as: The attentive and responsive pupil, The experiencing pupil, The choice making and autonomous pupil, The exploring pupil, The pupil that shows civil inattention, The pupil as a recipient of care and The playing pupil.  A starting point for further research involves studying how students' participation is constructed in more inclusive settings i.e. in interaction with other children who do not have such extensive disabilities. 

The Swedish school system has go through a number of extensive reforms since 2011: a new school legislation and new curriculum for the compulsory school. In 2013 a new career reform was launched with the aim to provide new career paths for teachers within the profession,reward skilled teachers and create conditions for school development. This reform has introduced a new category of teachers - ‘first-teachers’ – which are expected to work with school improvement with the aim to improve student achievement. The study is conducted within the tradition of participatory-oriented research using a research circle as a methodological framework. This paper aims to describe and analyze eight special teachers’experiences of working their first year as “first-teachers” in schools with self-contained classrooms for students with intellectual disabilities. The research circle described in this paperis carried out together with the eight members with myself as the participating researcher. The data presented in this paper is a small portion of data from an ongoing project about “firstteachers”work with school improvement processes. The study is conducted within the tradition of participatory-oriented research using a research circle as a methodological framework. The research issue concerns the questions the participating special teachers ask themselves in their everyday work with together with other special teachers, paraprofessionals and students with intellectual disabilities. In the research conducted in a research circle, the aim is that there should be an interaction between researchers and professionals so that both parties change theirview of the research problem. All participants is working in schools with self-containedclassrooms for students with intellectual disabilities. The work of the research circle is led byme over a period of over two semesters and will include a total of ten meetings and is documented with a digital voice recorder and with field notes. The analysis of the data materialis influenced by the work of Lipsky (2010) on street-level bureaucracy.

Much of the research on school settings for pupils with profound and multiple learning difficulties (PMLD) has focused on the pupils special needs as learners and on what special skills teachers need to work effectively with the pupils (Ware, 2005[1]; Nind, 2007[2]). In a Swedish context there has been some research from an interaction point of view on pupils with PMLD focusing the interaction with their parents (Wilder, 2008[3]), some research (Anderson, 2002[4]) with a focus on interaction between pupils and staff has been made in a training school context. In the work with my thesis the overall aim is to explore, describe and analyze the use of interactional resources in everyday life in the special school and to explore how the pedagogical praxis is constructed out of the use of the participants’ interactional resources.  The study also tries to explore what kind of learning- and socialization processes the special school setting offers the participants.

This paper tries to explore interactional resources used by staff (teachers and assistants) and pupils with PMLD in everyday life situations in special school classrooms with a focus on what resources is used when members of the staff or pupils are trying to initiate and maintain interaction with each other.

The study draws on a theoretical framework that is influenced by ethnometodological work, where the participant’s social actions and the participant’s methodical ways of making sense in a social setting are in focus.

The design of the project is inspired by an ethnographic approach and is constructed as a classroom study. The empirical material is collected by participatory observations, by video recordings and by focus group sessions with the members of the staff. The data presented in this paper derive from video recordings that were made during spring 2009 in two training school classes and all together eight pupils (age 8-17 - two boys and six girls) and 10 members from the staff (two special teachers, music teacher, psychical education teacher and six assistants - all women) participated in the study. In this paper a small portion of the total video recordings (about 50 hours) is transcribed and analyzed. Detailed transcripts have been made out of the data from video recordings using conversation analytic notations considering both verbal and non verbal actions in the interaction between pupils and staff members. The analytic approach is inspired by Conversation Analysis (CA) and provides detailed analysis of the use of interactional resources used when the participants in the material initiates and tries to maintain interaction with each other.

The results in this study are supposed to be of relevance for the understanding of the pedagogical praxis in the special schools and by studying interaction between pupils and staff in the special schools this paper also intend to explore patterns in the interaction and bring new perspectives on teaching and interaction in the special school for pupils with profound and multiple learning difficulties.

[1] Ware, J. (2005). Profound and multiple learning disabilities in Lewis, A. & Norwich, B. (2005). Special teaching for special children?. Berkshire: Open University press.

[2] Nind, M & Thomas, G. (2007). Reinstating the value of teachers’ tacit knowledge for the benefit of learners: using ‘Intensive Interaction’. Journal of Research in Special Educational Needs Volume 5  Number 3 2005 pp. 97–100.

[3] Wilder, J. (2008). Proximal processes of children with profound multiple disabilities. Stockholm: Stockholm University, Department of psychology

[4] Anderson, L. (2002). Interpersonell kommunikation: en studie av elever med hörselnedsättning i särskolan. Diss. Lund : Univ., 2002

The thesis should be regarded as a contribution to the development of knowledge about the social actions taking place in the educational setting for pupils with PMID in Sweden (the training school) and the contextual and interactional conditions that characterizes this educational setting. The study's overall purpose is to analyze the participation and interaction within the framework of the training school's contextual conditions.  Participation in this study refers to how the teams and students jointly create interaction in classrooms, the patterns produced by the interaction and how participants interact with each other and tries to achieve coordinated and joint actions and joint intersubjectivity. A special focus is placed on patterns of interaction and organization of interaction in the classroom.

This paper tries to explore interactional resources used by teams (teachers and assistants) and pupils with PMID in everyday life situations in classrooms with a focus of their use of interactional resources in resistance- and disciplinary work.  

The study draws on a theoretical framework that is influenced by ethnometodological work and from the dramaturgical framework by Goffman, where the participant’s social actions and methodical ways of making sense in a social setting are in focus. The design of the data collection t is inspired by an ethnographic approach and is constructed as a classroom study. The empirical material was collected by classroom observations and by video recordings. The data presented in this paper derive from video recordings that were made during spring 2009 and spring 2010 in five training school classes and all together eight pupils (age 6-19, eleven boys and nine girls) and 27 members from the teams (nine special teachers,  two music teachers,  one psychical education teacher and 16 assistants) participated in the study.

In this paper a small selection of the total video recordings (about 40 hours) is transcribed and analyzed. The analytic approach is inspired by Goffmans dramaturgical framework and by an ethnometodological perspective and provides detailed analysis of the use of interactional resources used by pupils doing resistance and the team's work with disciplining the pupils in everyday life situations. The results in this study are supposed to be of relevance for the understanding of the pedagogical praxis in the training schools and by studying interaction between pupils and teams within this context this paper also intend to explore patterns in the interaction and bring new perspectives on the on pupils and teams doing resistance- and disciplining the pupils. The study is expected to contribute to a deeper understanding of the pedagogical praxis in the training School and the pupils’ possibilities to be agents within the processes of interaction, participation and learning.

This chapter focuses on the participation and social interaction of pupils with low-incidence disabilities in the Swedish educational system with the goal of relating policies and practices in education for learners with low-incidence disabilities. Sweden has a welfare system that ensures that all low-incidence learners and their families receive support in education and in their everyday life. The research section concentrates on studies that focus on participation and social interaction in an educational context (training school), which is an adapted education program for low-incidence learners characterized by its high staff ratio and individualized forms of teaching. Despite legislation, policies, and intentions that Swedish schools shall include all pupils, it is still a challenge for the Swedish school system to provide education for low-incidence learners in inclusive environments. Research shows that low-incidence learners primarily have vertical relations with teachers and assistants in school, and that there is a lack of horizontal relationships with peers. The greatest challenge is to create learning environments that contribute to building relationships between low-incidence learners and learners without disabilities.

This paper should be regarded as a contribution to the development of knowledge about the interaction taking place in the educational setting for pupils with PIMD in Sweden. The paper is expected to contribute to a deeper understanding of the pedagogical praxis in this educational setting and the pupils’ possibilities to be agents within the processes of interaction, participation and learning. 

Summary:

The paper aims to contribute to the development of knowledge about the contextual and interactional conditions that training school pedagogic practice is characterized by. The study's overall purpose is to analyze the participation and interaction in the context of five training school classes. A particular focus is placed on teaching organization and the interaction patterns appearing in the pedagogical practice and what kind of consequences the interaction has for the pupils’ participation. Participation in this study refers to how the teams and students jointly create interaction in classrooms, the patterns produced by the interaction.

The study draws on a theoretical framework that is influenced by ethnometodological work and from the dramaturgical framework by Goffman, where the participant’s social actions and methodical ways of making sense in a social setting are in focus. The design of the data collection is inspired by an ethnographic approach and is constructed as a classroom study.

The empirical material was collected by classroom observations and by video recordings. The data derive from video recordings that were made during spring 2009 and spring 2010 in five training school classes and all together twenty  pupils (age 8-19, eleven boys and nine girls) and 28 members from the teams (nine special teachers,  two music teachers,  one psychical education teacher and 16 assistants) participated in the study.

The results are showing that there are seven major themes which are related to the varying expectations of students' participation in different situations in the context of educational practice. The various themes that are related to the students are:

• The attentive and responsive pupil
• The experiencing pupil
• The choice making and autonomous pupil 
• The exploring pupil
• The pupil that shows civil inattention
• The pupil as a recipient of care
• The playing pupil

The approach in the design of educational practice shows that there are implicit ideas about the conditions under which students in the training school shall participate in their educational practice. In the pedagogical practice there were few given opportunities to create more horizontal relationships with peers without disabilities

This paper will present some findings from my ongoing work with my doctoral thesis. The study deals with questions about learning and socialization in special schools for pupils with moderate to profound and multiple learning disabilities (training school/träningsskola). The general aim in this paper is to deepen the knowledge about the teacher’s work in the training school during a period of change and contradictions to identify structures and themes in the teacher’s pedagogical praxis. With a reference to what is described as a dilemma perspective (Tetler, 2000; Clark, Dyson & Millward, 1998) a point of departure for the study is that teacher’s in the practical training school has to deal with the tension between care and pedagogy. To get a representation of the teacher’s work in this context this paper will study the interaction between pupils and teachers and describe the patterns, forms and content in their vocal- and non-vocal interaction in the classroom. A point of departure is that learning occurs in a social context and in collaboration with others, and the theoretical framework in the research is inspired by an interactionistic perspective. My specific research questions are: • What kind of patterns appears in the interaction between pupils and teachers in the classroom? • What kind of learning- and socialization processes appears in the verbal- and non-verbal interaction between pupils and teachers? The design of the project is inspired by an ethnographic approach and is constructed as a classroom study. The empirical material is collected by participatory observations, by video recordings and by interviews with the teachers and assistants. The video recordings are analyzed using techniques derived from what Scheff calls a part/whole analysis and from Goffman´s dramaturgic perspective. The process of analyzing one of the classroom studies is in progress and the findings so far will be presented in the paper. In this paper some findings from data-collection in a F-6 class in the training school with four pupils, one special teacher and three assistants will be presented.

This article examines education practice for students with intellectual and developmental disabilities in Sweden and the conditions by which it is characterised. It draws on results from the author's doctoral thesis, which analysed participation and interaction in five training school classes (Träningsskola) for students with profound and multiple disabilities, focusing on the organisation of the teaching and modes of student participation in educational practice. It examined the consequences of these modes and patterns of interaction that staff and students create together for participation. Empirical material was collected via classroom observations and 40 hours of video recordings in 5 classes in a training school, in spring 2009 and spring 2010. Study participants were 20 school students, aged 6 to 19 years (11 boys and 9 girls), and 28 members of the teaching teams (special teachers, music teachers, physical education teachers, and 16 assistants). The project design was inspired by an ethnographic approach and constructed as a classroom study. A small portion of the data was transcribed and analysed for use in this article. Detailed transcripts were created from data from video recordings, using conversation analytic notations to gauge the interaction between students and paraprofessionals. The analytic approach was inspired by “conversation analysis”, which provides a method of analysis of modes of participation used when students and staff members interact. Modes of participation that emerged related to varying expectations on students in different educational situations. Demands placed on the students in different activities elicited a range of responses: the attentive and responsive student; the emotionally engaged student; the choice-making, autonomous student; the exploring student; the inattentive student; the student as a recipient of care; and the playful student. There are implicit ideas in educational practice about the conditions under which students in training schools engage in participation, whether these students are aged 6 or 19 years of age. It is argued that more active styles of student participation would be encouraged with communicative, rather than individualistic teaching styles. In turn, this would provide more opportunities to create horizontal relationships with peers or with students without disabilities, or both.

Den inledande delen handlar om skolans sätt att bemöta elevers olikheter och lärmiljö ur ett historiskt perspektiv. Ni får följa hur det svenska skolsystemet organiserat specialpedagogiskt stöd till elever från 1900-talets början fram till idag och hur det synliggörs i styrdokumenten. Delen handlar också om olika synsätt på elever och lärande. Ett begreppspar som beskrivs är det relationella respektive det kategoriska perspektivet som ger ett stöd i att förstå skolans varierande arbetssätt att möta elevers olikheter. 

Syftet med delen är att ni ska få en förståelse för hur det specialpedagogiska stödet till elever har organiserats och förändrats över tid. Syftet med delen är även att ni ska få möjlighet att diskutera och problematisera hur olika perspektiv kan påverka hur undervisning och lärmiljö organiseras.

I föreliggande rapport redovisas det uppdrag som under hösten 2016 gavs Högskolan Kristianstad som haft som övergripande syfte att bidra med en extern utvärdering av projektet ”Tecknandemiljö i förskoleklass”. Den externa utvärderingen ska betraktas som ett komplement till den interna utvärderingen som gjorts av projektdeltagarna själva. Uppdraget har genomförts inovember/december 2016, med besök på Parkskolan 23‐24/11och med bearbetning av underlag som samlats in under december 2106.

De reformer som genomförts i skolan de senaste decennierna har inneburit ett ökat fokus på mål- och resultatstyrning inom grundsär- och gymnasiesärskola och därmed har också bedömningspraktiken fått större uppmärksamhet. Kunskaperna om hur lärare för elever med intellektuella funktionsnedsättningar arbetar med bedömning är dock begränsade och från fältet uttrycks ofta ett stort behov av att öka kunskaperna om både formativ och summativ bedömning i relation till elever intellektuella funktionsnedsättningar. Till följd av att the Individuals with Disabilities Education Act (2004) infördes i USA uppstod ett liknande behov av att utveckla nya bedömningsformer och över en 15-års period har ett forskningsfält som rör alternativa bedömningspraktiker växt fram där (Stockall & Smith, 2013; Browder et al., 2003).

I ett nyligen avslutat projekt (Anderson, Sundman Marknäs & Östlund, 2016) har en grundsärskolas arbete med utveckling av bedömningspraktiken följts under en tvåårsperiod. I skolan fanns en elevgrupp som var mycket heterogen och i några av klasserna återfanns elever med flera och omfattande funktionsnedsättningar, elever som under sina skoldagar hade ett stort behov av omsorg. I projektet framträder särskilt de förändring som skett i fråga om hur eleverna involveras och kan vara delaktiga i sin egen lärandeprocess. Från ett elevperspektiv har den praktiknära insatsen inneburit att eleverna getts tillgång till att på ett mer konkretiserat sätt förstå och erfara centralt innehåll, kunskapskrav och förmågor utifrån deras perspektiv.  Detta till följd av arbetslagens ansträngningar att i sitt relationskapande arbete göra undervisningen och bedömningen mer tillgänglig för eleverna.

I föreliggande presentation är det min avsikt att med stöd av några grundläggande begrepp från det relationella fältet föra en diskussion om relationer i bedömningsarbete i verksamhet som möter elever med intellektuella funktionsnedsättningar. 

Det finns mycket kunskap om bedömning men det finns relativt lite skrivet specifikt för lärare och rektorer i grundsärskolans inriktning träningsskolan. Kunskapsbedömning i träningsskolan, behövs ett speciellt material för det? I alla skolformer ska elevernas kunskaper bedömas i relation till kunskapskraven men i träningsskolan behöver bedömningen också göras utifrån elevens förutsättningar. Hur kan lärare konstruera bedömningsuppgifter för att tillgodose elevernas skilda kognitiva förutsättningar men ändå utmana varje elev så att ett lärande sker? Ambitionen med det här materialet är att stödja lärare i träningsskolan i just detta.

This study reports on a research and development project in a Swedish primary school with seven self-contained classes for pupils with developmental disabilities (Compulsory school for students with intellectual disabilities). In the recent decades there has been an overall movement towards more collaborative forms of developing the pedagogical practice in Swedish schools and this project draws on collaboration between the professionals in the school (special teachers and paraprofessionals), the municipality and researchers from two universities (Kristianstad university and Malmö University). The aim with the project was to contribute to the teachers and the paraprofessional’s professional development within in the field of assessment forlearning (AfL) with the purpose to improve the students achievements. Research by Black & Wiliam (1998) and Hattie (2008) has shown that assessment for learning (AfL)/formative assessment is a powerful tool to improve students’ achievements, but there is not much research conducted in this field in relation to students with developmental disabilities. This research and development project can hopefully contribute with new knowledge in this field. The data material is drawn from observations, interviews, group discussions and documents produced in the project and were collected in a Swedish primary school over a period of 12months.. Analytically, the paper is inspired by Biestas (2010) ideas of education and the model in which Biesta refers to three functions of education: (1) qualification, which involves providing participants with the knowledge, (2) socialization, which is concerned with integrating individuals into existing social, cultural and political orders through the transmission of norms and values; and (3) subjectivation, which concerns the process of individuation, or becoming a free subject of action, responsibility and independence. Preliminary results indicate that both teachers and paraprofessionals has developed their educational philosophy and has developed the ability to give students feedback that the helps the students to improve their learning. From a student perspective, the students has, through the professionals' changed way of giving feedback and informing the students about their achievements, become more engaged and involved in their own learning and have become more aware of the educational goals they are working towards and also more aware of the strategies about “how to get there”. The project has also been working for peer feedback developed with the support of the use of Ipads and smartboard as tools to give the student opportunities to reflect on their own and their peers' learning by watching videotaped lessons.

This study reports on a research and development project in a Swedish primary school with seven self-contained classes for pupils with developmental disabilities (Compulsory school for students with intellectual disabilities). In the recent decades there has been an overall movement towards more collaborative forms of developing the pedagogical practice in Swedish schools and this project draws on collaboration between the professionals in the school (special teachers and paraprofessionals), the municipality and researchers from two universities (Kristianstad university and Malmö University). The aim with the project was to contribute to the teachers and the paraprofessional’s professional development within in the field of assessment forlearning (AfL) with the purpose to improve the students achievements. Research by Black & Wiliam (1998) and Hattie (2008) has shown that assessment for learning (AfL)/formative assessment is a powerful tool to improve students’ achievements, but there is not much research conducted in this field in relation to students with developmental disabilities. This research and development project can hopefully contribute with new knowledge in this field. The data material is drawn from observations, interviews, group discussions and documents produced in the project and were collected in a Swedish primary school over a period of 12months.. Analytically, the paper is inspired by Biestas (2010) ideas of education and the model in which Biesta refers to three functions of education: (1) qualification, which involves providing participants with the knowledge, (2) socialization, which is concerned with integrating individuals into existing social, cultural and political orders through the transmission of norms and values; and (3) subjectivation, which concerns the process of individuation, or becoming a free subject of action, responsibility and independence. Preliminary results indicate that both teachers and paraprofessionals has developed their educational philosophy and has developed the ability to give students feedback that the helps the students to improve their learning. From a student perspective, the students has, through the professionals' changed way of giving feedback and informing the students about their achievements, become more engaged and involved in their own learning and have become more aware of the educational goals they are working towards and also more aware of the strategies about “how to get there”. The project has also been working for peer feedback developed with the support of the use of Ipads and smartboard as tools to give the student opportunities to reflect on their own and their peers' learning by watching videotaped lessons.

Based on street-level bureaucracy, this study investigates the paraprofessional role and assignments in self-contained classrooms for students with intellectual disabilities in Sweden. The research design contains a mixed method approach using a digital questionnaire for paraprofessionals (N = 60) and semi-structured interviews with four special teachers and five paraprofessionals. The results demonstrate that paraprofessionals cooperate with special needs teachers and have a supportive role working with students throughout the day. A lack of support for paraprofessionals’ professional development and few opportunities for them to co-plan, co-teach and co-assess with special needs teachers is said to hinder this advancement. The complexity of being both an educator in the classroom and a caregiver taking the responsibility for students’ wellbeing, peer-to-peer relations and care orientated work tasks are discussed.

Forskningscirkeln har genomförts tillsammans med nio förstelärare från två kommuner som arbetar inom grundsärskola och gymnasiesärskola. Inom ramen forskningscirkeln har de drivit utvecklingsprojekt under läsåret 2016/2017.

Grundsärskola och gymnasiesärskola utgör arenan för deltagarna i forskningscirkeln och de nio förstelärarna har drivit egna utvecklingsprojekt inom sina respektive verksamheter. Trots att de nio förstelärarna arbetar på olika stadier, med olika elevgrupper och utifrån olika förutsättningar samlades de kring några centrala teman. I de olika utvecklingsprojekten har skolutveckling utifrån elevernas delaktighet och inflytande, bedömning för lärande, elevhälsa, kommunikation och kollegialt lärande stått i förgrunden.