Genom denna studie har vi velat undersöka hur förskollärare uttrycker sig kring begreppen lek, undervisning och lärande i förskolans verksamhet. Forskningsfrågan är hur de uppfattar begreppen och hur dessa förhåller sig till varandra. De teoretiska perspektiven i studien har utgångspunkt i utvecklingspedagogik och sociokulturell teori. Vi har utfört en studie med hjälp av intervjuer med åtta förskollärare. Genom intervjuerna ville vi undersöka pedagogers sätt att uppfatta begreppen lek och undervisning, deras beröringspunkter och hur pedagogerna förhöll sig till dem. Resultatet visar bland annat att begreppen undervisning och lärande tycks ha samma innebörd. Förskollärares kompetens och närvaro är det som behövs för att införa undervisning i leken. Majoriteten av intervjupersonerna framställer sig mindre som undervisare, de var mindre bekväma med att använda begreppet undervisning och mer bekväma med begreppet lärande. Detta kan hänga samman med bristande förtrogenhet med deras yrkesspråk.

Syftet med vår studie är att undersöka lärare i fritidshems arbete med delaktighet och inkludering i det språkutvecklande arbetet. I studien tar vi reda på vilka språkutvecklande insatser som genomförs inom ramarna för fritidshemmets verksamhet. Vidare undersöker vi vilka som genomför dessa insatser samt hur arbetet med delaktighet och inkludering i det språkutvecklande arbetet på fritidshemmet ser ut. I studien har vi intervjuat 6 pedagoger i en sydsvensk kommun, samtliga intervjuade pedagoger har minst två års erfarenhet av språkutvecklande arbete. Intervjuerna har sedan transkriberats och därefter analyserats utifrån för studien relevanta teorier och begrepp. Resultatet av vår studie visar på att samtliga av de lärare i fritidshem som vi har intervjuat ständigt arbetar med språkutveckling i det dagliga arbetet, samt att de till stor del känner sig inkluderade och delaktiga i de språkutvecklande insatser som genomförs på fritidshemmet.

OBJECTIVE: to describe the qualitatively different ways in which midwives make sense of how to approach women smokers. DESIGN, SETTING AND PARTICIPANTS: a more person-centred national project 'Smoke-free pregnancy' has been in progress in Sweden since 1992. Using a phenomenographic approach, 24 midwives who have been regularly working in antenatal care were interviewed about addressing smoking during pregnancy. FINDINGS: four different story types of how the midwives made sense of their experiences in addressing smoking in pregnancy were identified: 'avoiding', 'informing', 'friend-making', 'co-operating'. KEY CONCLUSION: the midwives' story types about how they approached women who smoke illustrated the difficulties of changing from being an expert who gives information and advice to being an expert on how to enable a woman in finding out why she smoked and how to stop smoking. IMPLICATIONS FOR PRACTICE: health education about smoking that is built on co-operation and dialogue was seen by the midwives as a productive way of working. The starting point should be the lay perspective of a woman, which means that her thoughts about smoking cessation are given the space to grow while she talks.

In general, most women are familiar with the need to stop smoking when they are pregnant. In spite of this, many women find it difficult to stop. Using a phenomenographic approach, this study explored Swedish pregnant and post-pregnant women's ways of making sense of smoking during pregnancy. A total of 17 women who either smoked throughout pregnancy or stopped smoking during pregnancy were interviewed. Five different story types of how they are making sense of smoking during pregnancy were identified: smoking can be justified; will stop later; my smoking might hurt the baby; smoking is just given up; smoking must be taken charge of. Based on the study it is argued that the approach used in health education in relation to smoking cessation in antenatal care needs to move from information transfer and advice-giving to the creation of a dialogue. The starting point should be the woman's knowledge, concerns, rationalizations and prejudices. A model is suggested in which a woman may move in a space on three axes depending on life encounters, dialogue and reflections on meaning. The goal in health education would be to encourage movement along three axes: 'increase of self-efficacy towards control', 'increase awareness by reflection on meaning of the smoking issue' and 'avoidance of defense of the smoking behavior'.

Syftet med studien är att uppmärksamma hur förskollärare tolkar, respekterar och förstår barns integritet vid fotodokumentation. Tidigare forskning visar att det finns begränsade studier om barns integritet i förskolan samt hur förskollärare tänker kring ämnet. Forskning visar även att det kan uppstå etiska dilemman vid dokumentation av barn. I studien har ett relationellt perspektiv använts tillsammans med begrepp som: human being, human becoming samt det kompetenta barnet för att analysera det insamlade materialet. Studien utgår från en kvalitativ ansats där semi-strukturerade intervjuer har genomförts med sju utbildade förskollärare. Resultatet sammanställdes i följande rubriker: Att fråga eller att inte fråga. Relationen avgör. Fotodokumentation är viktigt. Finns det konsekvenser? Behöver barn vara med på foto? Barns rättigheter och förskollärarnas roll. En slutsats dras av att ämnet är komplext. 

I den här studien undersöks det om när och hur fritidspedagoger väljer att använda IKT på fritidshemmet samt vad fritidspedagogerna anser att IKT kan ha för betydelse för elevernas lärande. Metoden som valdes för studien var en kvalitativ undersökning. Fem utbildade fritidspedagoger från olika skolor i en gemensam kommun har intervjuats. Teorin som valdes att utgå efter grundar sig på ett sociokulturellt perspektiv. Det material som framkom genom intervjuerna har sedan analyserats. Därefter har kärnteman och subteman kodats fram via tematisk analys. Vad som kunde utläsas från studien var att de ekonomiska förutsättningarna var en av många avgörande faktorer för när och hur mycket pedagogerna använde IKT i verksamheten. Respondenterna lyfte fram olika lärandemiljöer där digitala verktyg kunde användas och att styrdokumenten var något fritidspedagogerna arbetar utefter. Fokuset låg bland annat på att eleverna skulle förbättra sitt sociala samspel med andra elever på fritidshemmet med digital utrustning i centrum. Resultatet visar även att majoriteten av respondenterna ser framväxten av digitala verktyg som något positivt men att resurserna på skolan begränsar möjligheten till användandet. Därutöver lyfts det fram genom tidigare forskning om att kompetensen ytterligare är en viktig faktor att ta med. Den bristande kunskap hos fritidspedagogen speglar hur användandet av digitala artefakter i fritidshemmet tillämpas. Det är avgörande för om det används för att främja lärandet eller endast som ett tidsfördrivande medel.

Under studietidens verksamhetsförlagda utbildningstillfällen har författarna fått upplevelsen av att specialpedagogens yrkesroll kan vara väldigt splittrad, något vi beslutade oss för att undersöka. 

Studiens övergripande syfte är att synliggöra vad det är som styr de specialpedagogiska arbetsuppgifterna. Författarna vill undersöka i vilken grad examensordningen påverkar arbetsuppgifterna för specialpedagoger. Genom sex kvalitativa intervjuer med specialpedagoger och rektorer har vi fått en tydligare bild om bakomliggande faktorer. Med hjälp av ekologisk systemteori har resultatet analyserats och bearbetats. Efter genomförda intervjuer kan undersökningen visa att specialpedagogernas arbetssituation till viss del överensstämmer med examensordningen. Vi kan i intervjuerna även utläsa vikten av att specialpedagoger bör har ett väl fungerande samarbete med sin rektor. Vid anställning tenderar rektorer att först se till det lokala behovet och därefter ta stöd av examensordningen, när de utformar specialpedagogens arbetsuppgifter.

A prerequisite in today´s society is to be able to read and write in order to be able to develop fully into a participant community citizen. The aim of the Swedish curriculum is for the pupils to learn to read and write so that they can benefit from the education (Skolverket, 2011a). The school should be able to meet all children´s differences and needs to fulfill this. Several research studies have shown that the earlier the pupils in the risk zone for reading difficulties are identified and the earlier cost-effective reading interventions are implemented the lower the risk of school failure. The purpose of this study was to analyze whether a specific teaching package supports the development of pupil´s knowledge of letters, letter sounds and word decoding. In addition, the pupil´s experiences of participation in the reading intervention were studied. The study included seven pre-school class pupils who were at risk for reading difficulties, they were randomized into a experimentgroup of four and a controlgroup of three pupils. When collecting data, both quantitative and qualitative methods were used. The pupils conducted a pre- and posttest in the form of the Swedish National Agency for Education´s mapping material for the preschool class (Skolverket, 2018). In addition, observation of the reading data sessions and interviews with the pupils were used after this was completed. As far as the measurable results about the pupil´s knowledge development were concerned there was a positive result, but it is not possible to draw any conclusions about the impact of the reading intervention.  Regarding the pupil´s experiences of the reading intervention they were positive to both the participation and reading. One conclusion we draw from this is that the playful element of the reading intervention together with the multisensory supplement probably contributed to the pupil´s finding it both joyful and motivating. From a special educational perspective early reading intervention enables inclusion and participation.

This paper focuses on contemporary Scandinavian narratives of transnational/transcultural adoption from Korea. Recently there has been a surge in primarily autobiographical publications written by adoptees themselves, such as Maja Lee Langvad’s Hun er vred (2014), Sofia French’s På jakt efter Mr. Kim i Seoul (2005), and Astrid Trotzig’s Blod är tjockare än vatten (1996). It has been pointed out that the life writing of adoptees is the most “radical” literature in Sweden today, addressing the global inequalities at the heart of transnational adoption (Svenska Dagbladet, 18 October 2015). While recognizing the progressive impetus of these texts, this paper focuses on their retrospective aspects. The texts of Langvad, French and Trotzig all center on the writer’s return to Korea; a journey that is connected to an idea of the past as holding the key to a significant part of one’s identity. To the adoptee writers, the past is literally ‘a foreign country’ and the story of this past is riddled with gaps and uncertainties reflecting the adoptee’s unknown and often unknowable origins. My analysis suggests that nostalgia in adoption literature is closely related to various figures of maternity, and that the longing for the mother is often translated into a longing for the mother country and its culture. The texts articulate intense emotions, such as melancholia, anger, and a keen sense of loss, and the paper concludes by considering the role of affect in contemporary adoption literature.

This paper deals with Jane Jeong Trenka’s The Language of Blood (2003) and Fugitive Visions (2009): two texts that detail the author’s childhood and adolescence as a Korean adoptee in the USA, and her subsequent repatriation to Korea. The starting point of the analysis is the recognition of “the relationship between writing and rights, and the extent to which … victimized individuals, can best express and protest their situation in literary and life writing representation” (Grice 2009). Tracing the intricate textual web of duplication and repetition that structure Trenka’s life writing, the paper argues that the texts function simultaneously as a “working through” of a family trauma and as a critique of transracial adoption. Furthermore, the joint narratives of gendered violence and marginalization faced by birth mother and daughter are seen as symbolic of the collective story of Korean womanhood.

This paper begins by arguing that when the concept of girlhood is considered in relation to the presently growing body of memoirs by transnational adoptees, two central tensions emerge. On the one hand, the adoptee authors/protagonists are seen as perpetual children always being spoken for by adoptive parents, social workers, or other adults. On the other hand, the full story of their own girlhood is elusive; haunted by a past that was never to be. 

The analysis focuses on adoption from South Korea using Lisa Wool-Rim Sjöblom’s graphic novel Palimpsest (2016) as a case in point; reading it in relation to other Swedish, and American memoirs of transnational adoption (Jane Jeong Trenka, Katy Robinson, Soojung Jo, Nicole Chung, Astrid Trotzig, and Sofia French). The coming-of-age theme is strong in these autobiographical narratives: they are not written at the end of a long, eventful life, but at a stage when it is necessary to move back into the past in order to move into the future. Hübinette (2005) notes that Swedish YAL about Korean adoption focuses on adoptive (rather than biological) relationships and promotes a liberal and progressive view of adoption as a form of family-making well suited to the idea of a multicultural society. The memoirs challenge this view, offering a more complex picture. All center on the theme of finding identity and a sense of belonging. By putting her life story into words, the adoptee memoirist writes herself into being, and the journey to South Korea constitutes a rite of passage in which the encounter with the mother (country) enables a reconciliation with the past, and serves as a necessary step on the way to adulthood and motherhood. In addition to investigating the trope of adoption as enabling independence and hybridization (Novy 2001), the paper focuses on representations of an alternative past, and the persistent need to fill in the gaps about one’s childhood, which for many of the writers amount to a yearning for memories that were never formed. 

Language teachers often complain that they are becoming “composition slaves” (Hairston 1986) spending an inordinate amount of work on giving feedback on students' texts. This might be particularly true of L2 teachers as several studies indicate that students prefer teacher feedback to peer feedback, particularly in L2 learning (Zhang 1995; Ferris 1995; Hyland 1998). While the ultimate goal of teacher-written feedback is a student who is able to assess her own work critically and successfully edit her own text,  there is an obvious risk that the “over-dependence on teacher feedback [will] lower the students’ initiative and lead to fewer self-initiated corrections” (Miao, Badger and Zhen 2006). This paper probes the limits and implications of teacher feedback focusing on the question of whether teacher feedback generates dependent students. When does feedback go from being constructive to impeding development of independence? The idea of dependence is further considered in relation to current debates about the rise of “therapeutic education” in which students are discussed in terms of “vulnerability” (Füredi 2004; Ecclestone and Hayes 2009). To what extent should not only the cognitive but also the emotional needs of the students shape the nature of teacher feedback? The paper concludes by suggesting that the challenge for teachers is not to assume the role of therapists but to encourage reflective education through clarity about academic goals, and a sense of progression throughout the various stages of education.

Julie Otsuka’s novel When the Emperor Was Divine (2002), which has reached a large international audience and is widely taught in American universities and colleges, is about a Japanese-American family sent to an internment camp during World War II. Her second novel, The Buddha in the Attic (2011) also addresses the internment, albeit more briefly. This paper argues that Julie Otsuka’s novels impact the collective remembrance of the internment, as they bring together Otsuka’s own family past and the national past. In her texts, collective remembrance is the outcome of a negotiation between different groups with the purpose of “maintaining social cohesion and identity” (Whitehead 2009: 152), in which relations of power play a significant part.  Focus is placed on the interaction between remembrance and forgetting, which figures alternately as “a necessary and adaptive reaction to the alternative of painful or destructive memory [and as] the tacit ally of oppression and silence” (Conway and Singer 2008:279). Otsuka’s texts embody this tension, which is analyzed with emphasis on the racialization of the Japanese Americans.  The paper argues that forgetting of the incarceration has been vital to the American self-image and the maintenance of the ‘public virtue’ of equal rights for all citizens. By way of conclusion, the paper queries the possibility of resistance to the internment in relation to the category of race.

This paper explores the connection between life writing and kinship in a number of narratives by adoptees from South Korea to the US as well as Scandinavia, such as American Katy Robinson’s A Single Square Picture (2002), Jane Jeong Trenka’s The Language of Blood (2003) and Fugitive Visions (2009), and Soojung Jo’s Ghost of Sangju (2015); and Swedish Astrid Trotzig’s Blod är tjockare än vatten (1996), Sofia French’s På jakt efter Mr. Kim i Seoul (2005), and Danish Maja Lee Langvad’s Hun er vred (”She is Angry” 2014).

I propose that these texts are examples of narrative kinning, an exploration and creation of kinship through text and between texts. Thus, my understanding of this term is twofold. First, for these writers, the texts provide a discursive space in which alternative modes of identity and kinship can be envisioned and embodied. Second, I suggest that the formal features of the texts are sufficiently similar to exemplify a form of narrative kinning, and that the Korean adoptee memoir could be considered a genre-in-progress. The paper traces similarities of voice, structure, themes and tone between American and Scandinavian narratives of transnational/transracial adoption. More particularly, the study shows how the first-person voice counters the parent-centric discourse of transnational/transracial adoption. Focusing on structure includes analyzing the search narrative and the home-away-home pattern, while themes like home and belonging; inauthenticity and adoption as consumption are probed. Finally, the analysis of tone suggests that the affective register of the memoirs ranges from melancholia to anger.

This paper explores the connection between life writing and kinship in a number of narratives by adoptees from South Korea to the US and Sweden. I propose that these texts are examples of narrative kinning; an exploration and creation of kinship through and between texts. The first aspect of narrative kinning occurs as the memoirs create a discursive space in which alternative modes of identity and kinship are envisioned and embodied. Narrative kinning through text highlights the relational, textual and transnational nature of Korean adoptee identity. The second aspect of the term, narrative kinning between texts, is seen in the similarity of the memoirs’ formal features. Tracing similarities of voice, structure, theme and tone between American and Swedish narratives of transnational/transracial adoption, I consider the Korean adoptee memoir as a genre-in-progress. The dominant discourses of the clean break; predestination; colorblindness, and happiness form a framework within which the two types of narrative kinning occur, and the paper explores how the Korean adoptee memoirs challenge and critique these discourses in significant ways. 

There has been a surge of transnational adoption narratives--both American and Scandinavian-- in recent years, which raise a number of questions about identity, belonging and the role of the individual and historical past. This workshop presentation discusses how the past is represented in literature about transnational adoption, asking questions like: What is the meaning of yearning for a place (the birth country) and/or people one has very few memories of and yet feels connected to in a multitude of ways? How can we understand a nostalgia formed by what are often pre-verbal memories in these texts? To what extent is this nostalgia maternally coded?

As teachers of English, we guide our students through various courses in which the essay is often a privileged form of examination. Building on previous work (Freij & Ahlin 2014) in which we have argued for the importance of indirect feedback as key to encouraging critical thinking about and engagement with the text, as well as an important aspect of the acculturation into academia (see Freij and Ahlin 2014, 2015), we explore here non-traditional ways of examining skills pertaining to critical writing and -thinking. We have previously, inspired by the work of Diane Pecorari on the sequencing of micro-objectives (“Reverse engineering an essay,” 2014), argued that lecturers may find it increasingly important to structure tasks and assessment items in a manner that takes into account the multiple skills needed to complete them successfully, in order to avoid becoming what Hairston, already in 1986, called “composition slaves”. We see the teaching of transferable skills as crucial for the creation of autonomous students. In addition, central to the process of essay writing and the acquisition of transferable skills are clear identification and sequencing of the micro-objectives involved. Thus, students may practice the skills that they need, while building on gradually acquired/previous knowledge.

This paper continues our previous work, and takes the first steps toward creating a bank of exercises that train the subskills of critical writing and -thinking. By moving away from the essay as the be all and end all of assessment, we are taking further steps towards identifying common ground: the hope is that our suggestions are not limited to the humanities, but can be used across the curriculum to strengthen the base on which students’ knowledge is built.

Notably, as we are not merely concerned with students’ completion of individual tasks, but in their meta-cognition, which includes “reflection, self-knowledge of strengths and weaknesses, learning strategies, and monitoring learning” (Billing 2007, p. 486), the exercises presented here are not to be seen as a ‘remedy’ or a ‘quick fix’; rather, they are to be used as stepping stones and preferably integrated into a context that allows for progression over a substantial period of time.

In other words, we argue that student autonomy and metacognition should be developed from the very beginning of our study programs. To reach this goal, our approach includes teaching students the “third language” from the bottom up (Freij and Ahlin 2015), which means viewing the tertiary experience as manifold. Returning to our adaptation of Wenger’s theory, we will discuss academic language not just from a point of view of producing the end result, but academic language as the key to 1) belonging in the academic community; 2) becoming a writer with a scholarly identity; 3) understanding writing as a meaning-making practice; and 4) performing scholarly practice and -identity (adapted from Wenger 1998).

In the first decades of the 21^st century, a range of autobiographical narratives dealing with adoption from South Korea to the U.S. have been published, such as Katy Robinson’s A Single Square Picture (2002), Jane Jeong Trenka’s The Language of Blood (2003) and Fugitive Visions (2009), and Soojung Jo’s Ghost of Sangju (2015). Embodying two cultures and two races, the transnational/transracial adoptee can be seen as an example of globalization from within U. S. culture. This paper focuses on how issues of identity, race and belonging are negotiated in the life writing of transnational/transracial adoptees. Eng and Han (2000) suggest that the Asian adoptee suffers from “racial melancholia,” which stems from having to navigate Asianness and whiteness without the support of an immigrant community. The relationship between affect and belonging is further probed through the use of Sara Ahmed’s discussion of the melancholic migrant (“Multiculturalism and the Promise of Happiness,” 2007), and the arguments concerning anger made by critical race theorists, such as bell hooks (Killing Rage, 1996). Yet another aspect of the global scope of the literature are the similar types of narratives that are now being written in Scandinavia. The paper concludes by drawing parallels between the works of Danish Maja Lee Langvad and Swedish Astrid Trotzig, and the American adoptee narratives.

In the first decades of the 21^st century, a range of autobiographical narratives dealing with adoption from Korea to the U.S. have been published, such as Katy Robinson’s A Single Square Picture (2002), Jane Jeong Trenka’s The Language of Blood (2003) and Fugitive Visions (2009), and Soojung Jo’s Ghost of Sangju (2015). These texts all share one or more of the following motifs characteristic of the transracial/transnational adoption narrative:  the search for roots and a return to Korea, including the reunion with parents and siblings; the revelation of hidden facts or distorted truths surrounding the adoption; and a critical look at the patriarchal structure of Korean society. In addition, color is an important theme and this paper discusses how the myth of colorblindness and the discourse of rescue—two common adoption myths—are debunked in the narratives.

My analysis shows that while well intentioned, the notion of colorblindness rests on the erasure of racial identity which, as Eng and Han (2000) have shown, may lead to “racial melancholia.” Furthermore, rather than invalidating the significance of the color line, colorblindness has often served to reinforce racial divisions (see for example Arissa Oh, 2015). In other words, the denial of the adoptee’s difference hinges on upholding the ideal of whiteness. The paper concludes by considering how these observations relate to the adoptees’ negotiation of an Asian American identity and sense of belonging.

Lars Pettersson’s three crime novels Kautokeino, en blodig kniv (“Kautokeino, a bloodied knife,” 2012), Slaktmånad (“Slaughter month,” 2014), and Mörkertid (“Time of darkness, ”2016) are all set in the region of Sápmi, land originally inhabited by the Sami people, north of the Arctic Circle. The paper argues that Pettersson challenges the contemporary neo-romantic trend of Swedish crime fiction, which is generally constituted of works devoid of political or social critique, and set in isolated, idyllic rural landscapes (see Kerstin Bergman 2012, 2014). In contrast, Pettersson’s novels deal with crimes taking place in a setting characterized by snow, ice and wind; and the harshness and inaccessibility of the environment echo in the behavior of the characters. The concept of “white noir” is proposed in order to explore the cynicism and alienation of the inhabitants of this snowy region, and to draw attention to Pettersson’s representations of how the racialization of the Sami people continues to affect present-day relationships. Finally, the potential of fiction to serve as a complement to journalism when it comes to the documentation of sensitive social issues, such as the treatment of the Sami people in Sweden, is considered.

This paper addresses the contemporary surge of narratives about the post-Pearl Harbor incarceration of 120, 000 Japanese Americans. There are a number of incarceration narratives written by third-generation Japanese Americans, like Julie Otsuka’s When the Emperor Was Divine (2002) and Kimi Cunningham Grant’s Silver Like Dust (2011). These early 21^st- century narratives no longer embody the lived memories of the generation that was imprisoned, but the mediated, imagined memories transmitted to the next generation in a way that resonates with Hirsch’s concept of “postmemory” (2008). In these writings, the personal and family past is often merged with the public past, as the unearthing of what actually happened at camp is closely linked to the search for identity and an answer to what it means to be a Japanese American. In contrast, the purely fictional works by non-Japanese authors, such as Sandra Dallas’ Tallgrass (2007) and Red Berries, White Clouds, Blue Sky (2014), raise the question of the ownership of memory.

An important starting point for my analysis is the recognition that literature has an important role to play in “creating shared narratives and hence in collectivizing memory” (Rigney 2012), which begs the question of who gets to formulate these shared narratives. What might be at stake when this historical trauma is depicted by authors who do not have the personal relationship to it that the Japanese American authors do? Are Dallas and others broadening national self-understanding, or do they commodify the incarceration as an exciting topic of historical fiction lending itself readily to motifs of secrecy, betrayal, and guilt? These issues are explored in relation to Landsberg’s theory of prosthetic memory (2004) and Levy and Sznaider’s concept “cosmopolitan memory” (2002).

This article reports on a research project which investigated the impact of working with authentic children’s literature on the vocabulary development of two classes of 10–11- year-olds in Sweden. The English classes were based on Roald Dahl’s The Magic Finger. For five weeks and three lessons per week, the teacher read the book to the children and the children read some parts of the book themselves. During this time, the children worked on a range of language-focused writing tasks to support their understanding and facilitate incidental acquisition of vocabulary. The children’s performance on these tasks also provided insight into control of grammatical structures, which the learners had already been taught, and emerging features, which they had not yet encountered explicitly in their lessons. Furthermore, many children thought that they had spoken more English through engaging with the project, a view supported by their teachers. While almost all of the children liked The Magic Finger, and most enjoyed the experience of working with it, some were ambivalent about working with another authentic book in future. This would depend on the topic and the level of difficulty of the text.

This article reports on a study in which, for five weeks, the English lessons of two classes of 11–12 year olds in Sweden were based on Roald Dahl’s Fantastic Mr Fox. To promote the learners’ engagement with the text, support understanding, and facilitate incidental vocabulary acquisition, a range of language-focused tasks were designed within the framework of the Storyline approach. In Storyline, a fictive world is created in the classroom. The story develops when learners, working in the same small groups, collaborate on open so-called key questions, which structure the Storyline, introduce happenings and problems, and link with the syllabus. Another characteristic is the integration of practical and theoretical subject content. Learners’ art work and texts are displayed on a frieze, or walls of the classroom, creating a visual record of the developing story. The study also investigated the influence on learning of the book’s illustrations, and the learners’ own drawings. The majority of the learners made gains in vocabulary, as evidenced in pre- and post-tests, writing and speaking tasks. While some learners had never thought about illustrations and drawings as a support, for many, both of these were found to be helpful.

Overcoming the reluctance of teenage learners to speak in the language classroom is a challenge for many teachers. This article reports on a study in which 60 Swedish pupils, aged 15–16, took part in a Storyline project based on a young adult fantasy novel. In the Storyline approach, a fictive world is created when learners, taking on the roles of characters in a story, collaborate on tasks to develop the story. A key feature is that the learners work in the same small groups for much of the time. During the six-week period of this study, these learners used English in a variety of speaking and writing tasks. The project showed a number of benefits, the most important of which were an increase in their motivation to speak English and enhanced self-confidence through doing so.

Syftet med denna studie är att undersöka hur verksamma svensklärare i årkurserna 1-3 ställer sig till att andraspråkselever använder sig av sitt förstaspråk i svenskundervisningen för att utveckla andraspråket. Dessutom undersöks det i studien hur de arbetar för att möjliggöra detta för andraspråkseleverna. Studien är byggd på en kvalitativ metod i form av semistrukturerade intervjuer genom telefonsamtal. Lärarna i undersökningen belyser vikten av förstaspråket för andraspråkselevers språkutveckling men nämner även att det är en utmaning. De pekar på att det ibland kan vara svårt att se vad som hjälper eleverna bäst, vilka redskap som skapar störst lärande för andraspråkselever eller hur mycket de skall använda förstaspråket i svenskundervisningen. De anser däremot att det är viktigt och en självklarhet att andraspråkselever skall ges möjlighet att använda sitt förstaspråk som en resurs i andraspråksundervisningen. De lyfter även alla olika metoder och redskap som de arbetar med för att skapa möjligheter för andraspråkselever att använda förstaspråket i undervisningen av svenska. 

Syftet med studien var att undersöka vilka uppfattningar av specialpedagogens roll som finns ute i en skola hos pedagoger, rektorer och specialpedagogen. Frågeställningarna blev besvarade genom en kvalitativ intervjustudie som genomfördes i södra Sverige. Intervjuerna spelades in via Iphone.

 Intervjuerna möjliggör en analys som resulterade i olika beskrivningskategorier. Dessa kategorier benämns från A till H.

Uppfattningarna i de olika beskrivningskategorierna synliggör att specialpedagogens roll innehåller stor variation, allt från utredningar till handledning och skolutveckling. Det som resultatet visar är att det finns en medvetenhet hos pedagoger och rektorer om vad specialpedagogens roll är. Vilket skapar förutsättningar för att arbeta vidare med skolutvecklingen eftersom specialpedagogen har möjlighet att föra pedagogiska frågor tillsammans med pedagoger och rektorer. Resultatet visar också att samspel mellan pedagoger, rektorn och specialpedagog där specialpedagogen används som bollplank och i handledningstillfällen har en stor betydelse i denna fallstudie. Samarbetet påverkar även individen eftersom det är genom samspel med olika professioner som skolan kan skapa möjligheter för alla elever i skolan.

The Education Act (SFS 2010:800) states that students who are at risk of not reaching the minimum standards are entitled to support. The aim of this study is to describe the role of the Special Education Coordinator (SENCo) regarding the support given to students who risk not receiving a passing grade in at least one subject. The study has three parts: Support, The role of the SENCo, Promotion and prevention. The study has been conducted using a qualitative method with semi-structured interviews and qualitative analysis with nine SENCos. The analysis has been made using system theory and three perspectives: the relational perspective, the categorical perspective and the dilemma perspective.

The result shows that the role of the SENCo regarding support is complex. The role includes cooperation with teachers in identifying students, in choosing the correct supplemental support and in evaluating the support given. The result also shows that the roles of the SENCo are included in the System of Qualifications (SFS 2017:1111), but that the SENCOs that were interviewed have different perspectives where some are more inclined to work close to the students whereas others operate on an organizational level. There is also a clear difference between how involved the SENCos are in the systematic quality work and in developing the teaching methods in order to reduce the amount of support provided to individual students.

One conclusion is that the SENCos use the same types of supplemental support but that they motivate their use in different ways. Another conclusion is that documentation of supplemental support is necessary to be able to evaluate them and that many schools do this despite the intention in the reform from 2014 (Swedish Schools Inspectorate 2016; Swedish National Agency for Education, 2014).

In this paper we are interested in the relationship between disciplinary knowledge and its representation. We carry out a social semiotic analysis of a central tool used in astronomy—the Hertzsprung-Russell (H-R) diagram—in order to highlight its disciplinary and pedagogical affordances. By analysing the relationship between disciplinary knowledge and its representation in this way we claim that it becomes possible to identify potential barriers to student learning—instances where semiotic resources with high disciplinary affordance have low pedagogical affordance for newcomers to the discipline. The astronomy resource that we have chosen to analyse has played a pivotal role in our understanding of stellar evolution and as such it features prominently on all undergraduate astronomy programs. However, like most disciplinary-specific semiotic resources, today’s H-R diagram is the culmination of many years of work by numerous disciplinary experts. Over time, the H-R diagram has been revised and reworked by a number of different actors in order to reconcile it with developing observational and theoretical advances. As a consequence, the H-R diagram that we know today combines many layers of astronomical knowledge, whilst still retaining some rather quirky traces of its historical roots. In this paper we adopt a social semiotic lens to analyse these ‘layers of knowledge’ and ‘historical anomalies’ showing how they have resulted in a number of counterintuitive aspects within the diagram that have successively lowered its pedagogical affordance. We claim that the counterintuitive aspects we identify in our analysis give rise to potential barriers to student disciplinary learning. Using our analysis as a case study, we generalise our findings suggesting four types of barrier to understanding that are potentially at work when meeting disciplinary-specific semiotic resources for the first time. We finish the paper by making some general suggestions about the wider use of our analysis method and ways of dealing with any barriers to learning identified. In the specific case of the H-R diagram, we suggest that lecturers should explicitly tease out its disciplinary affordances by the use of ‘unpacked’ resources that have a higher pedagogical affordance. 

Empathy is a particularly important ability of the correctional officer and in the interaction with their colleagues, also with those in prison and detention centers. The study aimed to investi- gate empathy in prison correctional officers in relation to work-related stress and demo- graphic variables. In the study,76 participants were recruited through social media, with a spread across Sweden. The results showed that there were no difference in empathy re- garding gender. The work-related stress is greater in women than in men according to the study's results, which confirms previous studies. Furthermore, the results of the study show that imagination and personal distress decline with age. For years of employment the results showed a decline in empathy. The results for educational level shows that empathy declined with higher education, which contradicts previous research. Further research can focus on including larger samples and examining person-specific factors along with the variables and demographic information such as age, gender and educational level.

Syftet med denna studie är att granska hur en svensk grundskola arbetar med att inkludera en elev som har utvecklingsstörning och i förlängningen belysa saker vi kan lära oss av denna implementering med fokus på delaktighet. Arbetet belyses utifrån individ-, grupp- och organisationsnivå och baseras på intervjuer med personer i fallstudieelevens närhet kopplat till skolmiljön samt observationer av eleven i när denne varit inkluderad i grundskoleklassen. Identifiering av möjligheter och utmaningar utgör en väsentlig del avseende de erfarenheter som kan dras kopplat till inkluderingen av fallstudieeleven. Jansons (2005) delaktighetsaspekter och Vygostkijs sociokulturellt lärande är basen för studiens teoretiska ramverk. Analysen av resultatet har gjorts utifrån en hermeneutisk ansats där belysningen sker från helhet till del och till helhet igen. I studien framkommer det att värdegrundsskapande arbete är väsentligt i en inkluderande skola och att hela verksamheten måste delta samt verka för inkludering och samarbetet mellan olika delar i verksamheten måste styrkas. Vidare förekommer det otydligheter kring kravbild och riktlinjer samt väldigt lite forskning kring inkludering av särskoleelever i grundskolan vilket gör att skolverksamheter nästan inte har något att luta sig mot i sitt inkluderingsarbete. Inkludering innebär fördelar för såväl särskoleelever som grundskoleelever samtidigt som det leder till flera utmaningar med hög komplexitet som kräver ett systematiskt arbetssätt med ständiga förbättringar i fokus för att hitta vägar framåt. Men arbetet kring lärmiljön är bara i början av sin utveckling och med ett multimodalt synsätt och förbättrad planering och upplägg av undervisningen skapas möjligheter till mer samhandling.Ämnesord/

Studiens syfte var att bidra med kunskap om hur lärare använder kunskapsbedömning inom grundsärskolan inriktning träningsskola. Frågeställningar som har besvarats är hur lärare planerar, genomför och bedömer elevers kunskapsutveckling i grundsärskolan inriktning träningsskola, vilka metoder och verktyg som används för att bedöma dessa elevers lärande och utveckling, samt vad kunskapsbegreppet har för innebörd för lärare i grundsärskolans inriktning träningsskola. Som teori för arbetet valdes ett sociokulturellt lärandeperspektiv. Framkomna resultat har analyserats och tolkats utifrån begreppen mediering, artefakter samt appropriering, vilka härleds till det sociokulturella lärandeperspektivet. Mediering kan förklaras med en process i vilken människor tänker och handlar med hjälp av att använda verktyg, ex språk, konst, skriven text, dator, Ipad samt mobiltelefon, vilken utvecklar människors lärande framåt. Artefakter innebär verktyg, exempelvis materiella föremål såsom böcker och olika former av teknisk utrustning men framförallt vårt språk, som används som en hjälp för att förstå och lösa problem. Appropriering kan förklaras med den process som innebär att människor gör nya handlingar och kunskaper till sina egna för att sedan använda dessa i nya och liknande situationer i framtiden. För att besvara syftet har kvalitativa semistrukturerade intervjuer samt kvalitativa observationer där resultatet kvantifierats använts. Varmed en triangulering av metoder använts för att bidra till kunskap om lärares kunskapsbedömning inom inriktning träningsskolan. I arbetet har ett speciellt fokus lagts på att ta reda på om och hur lärare arbetar med formativ bedömning. Resultat och slutsatser utifrån studien visar att lärare anser att kunskapsbedömning stärker dem som lärare i arbetet då undervisningen kan planeras och genomföras i enlighet med läroplanens mål. Intervjuer och observationer i studien visar att lärare använder formativ bedömning i undervisningen för att synliggöra elevers lärande. Resultat av observation och intervjuer påvisar att lärares dokumentation kring elever och deras undervisning, har avgörande betydelse som metod och verktyg för kunskapsbedömning inom grundsärskolan inriktning träningsskola. Lärare anser att det finns en god samstämmighet mellan deras uppfattning av kunskapsbegreppets innebörd och kunskapskraven i läroplanen för grundsärskolan inriktning träningsskola samt att dessa även stämmer väl överens med elevers förutsättningar att nå målen. Studiens avsikt var att bidra med kunskap om hur lärare resonerar kring bedömning av kunskapsutveckling inom grundsärskolans inriktning träningsskola. Speciellt fokus riktades mot om och hur lärare använder formativ bedömning. Studiens resultat påvisar att medverkande lärare menar att kunskapsbedömning och formativ bedömning stärker dem i deras arbete med att planera, genomföra och utvärdera kunskapsutveckling samt deras egen undervisning. Lärarna dokumenterar undervisningen genom att filma, fotografera och att anteckna. Lärarna återkopplar bedömningen till eleven genom att använda bilder och tecken som alternativ och kompletterande kommunikation. Dokumentation och feedback blir då tillsammans en hjälp att anpassa och planera undervisningen efter varje elevs individuella förmåga och förutsättningar. För att uppnå en större tillförlitlighet skulle fortsatt forskning, utifrån näraliggande tema, kunna genomföras genom att utvidga studien till flera kommuner, varvid forskningsresultatet skulle kunna användas som underlag för att öka speciallärares kunskap vad gäller kunskapsbedömning och formativ bedömning genom kollegialt lärande, exempelvis i form av samtalsgrupper. Kritiska blickar kan riktas mot studien då den endast påvisar lärarnas uppfattningar kring kunskapsbedömning samt formativ bedömning som strategier för att elever ska förväntas förstå och utföra handlingar som leder till att de lär och utvecklas genom undervisningen.

Studiens syfte är att synliggöra lärares inställning till läslust samt hur lusten för läsning omsätts i undervisningen. Studien har en kvalitativ ansats, då den ämnar besvara våra forskningsfrågor genom djupgående intervjuer. Studien bygger på den insamlade empirin för läsfrämjande undervisningsmetoder som tre lärare i svenska för årskurs 4–6 upplever fungerar i deras klassrum. Studien grundar sig på den sociokulturella teorin där lärande och utveckling sker via sociala och kulturella redskap. Hur skapas en lust för läsning i grundskolan och vilka metoder uppfattas fungera bland lärare i den verkliga skolan? För att besvara detta har studien följande forskningsfrågor:

·       Vilken inställning har lärare till läslust? 

·       Vilka aspekter påverkar elevers läslust enligt lärare?

·       Vilka undervisningsmetoder använder sig lärare av för att främja elevers läslust?

Resultatet visar att lärare i svenska främst arbetar med gemensam läsning, detta är högläsning i grupp och helklass. Det visar även att det kooperativa arbetssättet i läsundervisningen främjar elevers läslust, läsförståelse och möjliggör till interaktion. Dessutom visar resultatet att läslust är personlig. En inre känsla som väcker nyfikenhet till att vilja veta mer och väcker lust till nya kunskaper och upplevelser. 

Syftet med studien är att få djupare förståelse för förskollärarnas arbetssätt med mångkulturalitet på olika förskolor och på vilka sätt förskollärare gör barn med utländsk bakgrund delaktiga i aktiviteter på förskolan. I studien har en kvalitativ ansats tillämpats i form av semistrukturerade intervjuer med sex förskollärare på två olika förskolor, där en av förskolorna är interkulturellt förskola medan den andra förskola består av en minoritet av barn med utländsk bakgrund. Den interkulturella pedagogiken har använts som teoretisk utgångspunkt i studien. Resultatet på förskola nr ett, visar att förskollärarna arbetar med språkutveckling i syfte att utveckla barns språkliga förmågor genom användandet bilder, TAKK-tecken, digitala verktyg och teater för att belysa för barnen att det finns olika kulturer. På förskola nr två, visar resultatet att förskollärarna är öppna och hittar möjligheter och tillfällen där de kan synliggöra andra kulturer för barnen på förskolan på olika sätt men det förekommer inte så mycket vilket förskollärarna reflekterat kring att det beror på att förskolan inte har barn med utländsk bakgrund.

Att arbeta inom fritidshemmet idag upplever vi vara ett mångfacetterat och komplext arbete. Det innebär stora utmaningar där lärare i fritidshem behöver förhålla sig till en mängd olika faktorer i allmänhet såsom organisation, ledning, outbildad personal, personaltäthet, samverkan och materialtillgång, vilka alla på något sätt inverkar på fritidshemsundervisningen. Karaktäristiskt för fritidshemmen är stora variationer i både gruppstorlek, personaltäthet och personalens utbildningsnivå, därmed försvåras oftast arbetet med att erbjuda barnen stimulerande fritidsaktiviteter. Syftet med studien är att, utifrån lärares i fritidshem perspektiv, undersöka hur tillgängligheten inverkar på fritidshemsundervisningen. Vår teoretiska ansats för att analysera det empiriska materialet har varit ramfaktorteorin. Studien är baserad på kvalitativa data från semistrukturerade intervjuer med fyra lärare i fritidshem för att besvara vår frågeställning och uppnå syftet med undersökningen. Resultatet visar på att tillgängligheten i form av lokaler, elevgruppens storlek och personaltäthet och utbildningsnivå inverkar på möjligheten att bedriva en god fritidshemsundervisning enligt läroplanens föreskrifter. Resultaten genererade tre begrepp, anpassningar, hög ljudnivå och stress, som en följd av trånga, bristfälliga och icke-adekvata fritidshemslokaler samt stora elevgrupper och personalbrist.

The aim of the present study is to examine how schools organize the work with and for pupils with language disorder.  Further, it aims to find which role the Special Educational Needs Coordinator (SENCO) and principal, respectively may have in the work with the pupils and give an insight into what knowledge about Developmental Language Disorder (DLD) personnel in schools have.

The background of the study is that knowledge about DLD begins to diffuse at schools in Sweden today, but there is still a great deal of ignorance about what the diagnosis entails and how to work inclusive with these students in the classroom. The study was conducted with a qualitative method, semi-structured interviews with six special needs coordinators and five principals. The theoretical framework consist of Etienne Wenger’s Social theory of learning and the analysis was performed through a thematic content analysis.

The results of the study indicate that none of the schools in the study have a particular organization for pupils with DLD. Half of the informants argue that they would like increased collaboration with speech therapists. The collaboration with guardians is another area that needs to improve in the schools. Enterprise in relation to engagement is most prominent in the schools, according to the analysis based on Wenger’s social theory of learning. All informants recognize gaps of knowledge regarding the definition of DLD, and how to work with pupils with the disability. Further education on the subject was requested by all informants.

The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools’ website presentations, which were processed and analysed in consecutive steps. The results showed that the students’ complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments. 

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.

Syftet är att analysera vad som kännetecknar speciallärare i särskolansarbete och uppdrag och vilken samverkan de bedriver inom ochutanför grund-och gymnasiesärskolan och vilka andra aktörer desamarbetar med. Efter det att Lgr 11 infördes finns ett utökat fokuspå akademiska färdigheter i särskolan, vilket ställer nya krav på lärarnaskompetens. Speciallärare med examen från tre universitet isödra Sverige deltog i enkätstudien. Resultaten visar att en majoritetav de svarande har lång erfarenhet innan de började sin utbildningtill speciallärare. De beskriver mötet med eleverna i klassrummetsom en viktig del av sitt arbete och uppdrag. Handledning eller ämnesutvecklingförekommer men inte i samma utsträckning somklassrumsundervisning. Samarbete med professionella utanförsärskolan är vanligt. En slutsats är att specialläraren har många samarbetspartners,besitter olika färdigheter och en majoritet fortsättersom klasslärare efter examen.

The aim is to analyze what characterizes the work of special needs teachers and what collaborations they engage in in schools for students with intellectual disability. Special needs teachers with degrees from three different universities in southern Sweden participated in the survey. The results show that a majority of the respondents had long experience before they started the special needs training program and they describe the direct encounters with students in the classroom as an important part of their work. Supervision and subject-development also exist, but not to the same extent as classroom teaching.

Recent studies have focused on investigating different factors that may affect heart rate variability (HRV),pointing especially to the effects of age, gender and stress level. Other findings raise the importance of consid- ering the respiratory frequency in the analysis of HRV signals. In this study, we evaluate the effect of several covariates on the parameters of a stochastic model for HRV. The data was recorded from 47 test participants, whose breathing was controlled by following a metronome with increasing frequency. This setup allows for a controlled acquisition of respiratory related HRV data covering the frequency range in which adults breathe in different everyday situations. A stochastic model, known as Locally Stationary Chirp Process, accounts for the respiratory signal information and models the HRV data. The model parameters are estimated with a novel inference method based on the separability features possessed by the process covariance function. Least square regression analysis using several available covariates is used to investigate the correlation with the stochastic model parameters. The results show statistically significant correlation of the model parameterswith age, BMI, State and Trait Anxiety as well as stress level.

Studien har behandlat hur förskollärare och speciallärare (inriktning utvecklingsstörning) arbetar för att utveckla kommunikation och samspel för barn/elever med utvecklingsstörning i respektive verksamhet och hur de i övergången mellan skolformerna upplever och arbetar för att barnet/eleven ska få med sig färdigheter inom kommunikation och samspel och utveckla dem i grundsärskolan.

Syfte: Utifrån förskollärares och speciallärares redogörelser finna implikationer för hur samverkan och samarbetet mellan skolformerna skulle kunna utvecklas i övergången förskola-grundsärskola för att barnet/eleven ska kunna utvecklas så långt som möjligt i kommunikation och samspel.

Metod: En kvalitativ metod användes där data samlades in med hjälp av semistrukturerade intervjuer. Totalt fyra personer deltog i studien, två förskollärare och två speciallärare inriktning utvecklingsstörning.

Teori: Resultatet analyserades genom ett sociokulturellt perspektiv.

Resultat: För att kunna besvara syftet genomfördes studien i två steg, där förskollärare, respektive speciallärare först fick ge en nulägesbeskrivning av arbetet med kommunikation och samspel i respektive verksamhet, utifrån en sammanställning av informanternas svar besvarades sedan syftet. Studien visar att barnet/eleven får möjlighet att utveckla kommunikativa/språkliga förmågor som att samspela, tolka och använda olika kommunikativa uttryckssätt i både förskolan och i grundsärskolan. Däremot menar två av förskollärarna och en speciallärare att delaktigheten i kommunikation och samspel med andra barn/elever är låg.

Implikationer som framkommit utifrån intervjuerna med förskollärarna är att det kan finnas ett behov av kunskapsutbyte mellan de både professionerna kring didaktiska frågor för att barn med utvecklingsstörning ska kunna bli mer delaktiga i kommunikation och samspel. I samtliga intervjuer framkom att rutinen kring övergången mellan skolformerna kan behöva utvecklas. Det kan behöva skapas fler möten mellan professionerna för att säkra att barnen får behålla och vidareutveckla sina kunskaper och färdigheter i kommunikation och samspel från förskolan när de blir elever i grundsärskolan. För att minimera följderna av sena utredningar behöver rutinerna vid övergångarna utvecklas, så att processen kan starta utan onödig fördröjning.