Enligt läroplanen (Lgr11) och skollagen (SFS 2010:800) är det lärarens uppdrag att individanpassa sin undervisning. Dessa styrdokument är tydligare kring den individanpassade undervisningen än vad tidigare styrdokument har varit. Min erfarenhet var att detta inte gjordes fullt ut som det förväntades. Med detta som bakgrund ville jag undersöka lärares förståelse av individanpassad undervisning. Därmed blev mitt syfte att undersöka och studera lärares skilda uppfattningar av individanpassad undervisning. Detta valde jag att göra genom en kvalitativ metod med intervju som datainsamlingsteknik. Studien har sin utgångspunkt i fenomenografin. I studien har fyra verksamma lärare intervjuats. Resultatet visade två skilda uppfattningar av individanpassad undervisning: Individanpassad undervisning som generell princip för undervisning och Individanpassad undervisning som utopi. Det som blev tydligt i resultatet är att kategorin Individanpassad undervisning som generell princip för undervisning är den kategori som var mest frekvent förekommande i det empiriska materialet, det vill säga lärarna uppehöll sig i intervjuerna kring resonemang som kan hänföras till innehållet i den beskrivningskategorin. Lärarna ger alltså uttryck för att de använder sig mycket av individanpassad undervisning. Innan studien antog jag att lärarna i större utsträckning skulle se den individanpassade undervisningen som något som de ville jobba med, men inte ansåg sig ha tid, resurser eller möjligheter till. Vid en analys av relationen mellan de skilda uppfattningarna kunde det konstateras att kategorin Individanpassad undervisning som generell princip för undervisning kan betraktas i ett elevperspektiv som mer utvecklande än kategorin Individanpassad undervisning som utopi. / According to the curriculum (Lgr11) and Education Act (SFS 2010:800) is the teacher's assignment to individualize their education. These policy documents are clearer about the individualized education than previous policy documents have been. My experience was that this wasn´t done fully as it should. With this as background, I wanted to investigate teachers' understanding of individualized education. This made my purpose to examine and study the teachers' different conceptions of individualized education. This, I chose to do through a qualitative approach to interview data collection techniques. The study was based on phenomenography. The study has four active teachers interviewed. The results showed two different conceptions of individualized education: Individually tailored teaching as a general principles of teaching and individualized education as a utopia. What became clear in the results is that the category Individually tailored teaching as a general principle of teaching is the category most frequently occurring in the empirical material. The teachers expressed that they use a lot of individualized education as a general principle of teaching. Before the study, I assumed that teachers in the greater would see the personalized education as a utopia, as something they wanted to work with, but felt they had time, resources or opportunities. When analyzing the relationship between the different positions, was it clear that the category Individually tailored teaching as a general principle of teaching can be seen in a student perspective as more developed than the category Individually tailored teaching as a utopia.

<p>Today’s increasing information supply raises the needfor more effective and automated information processing whereindividual information adaptation (personalization) is onepossible solution. Earlier computer systems for personalizationlacked the ability to easily define and measure theeffectiveness of personalization efforts. Numerous projectsfailed to live up to the their expectations, and the demand forevaluation increased.</p><p>This thesis presents some underlying concepts and methodsfor implementing personalization in order to increase statedbusiness objectives. A personalization system was developedthat utilizes descriptions of information characteristics(metadata) to perform content based filtering in anon-intrusive way.</p><p>Most of the described measurement methods forpersonalization in the literature are focused on improving theutility for the customer. The evaluation function of thepersonalization system described in this thesis takes thebusiness operator’s standpoint and pragmatically focuseson one or a few measurable business objectives. In order toverify operation of the personalization system, a functioncalled bifurcation was created. The bifurcation functiondivides the customers stochastically into two or morecontrolled groups with different personalizationconfigurations. Bygiving one of the controlled groups apersonalization configuration that deactivates thepersonalization, a reference group is created. The referencegroup is used to measure quantitatively objectives bycomparison with the groups with active personalization.</p><p>Two different companies had their websites personalized andevaluated: one of Sweden’s largest recruitment servicesand the second largest Swedish daily newspaper. The purposewith the implementations was to define, measure, and increasethe business objectives. The results of the two case studiesshow that under propitious conditions, personalization can bemade to increase stated business objectives.</p><p><b>Keywords:</b>metadata, semantic web, personalization,information adaptation, one-to-one marketing, evaluation,optimization, personification, customization,individualization, internet, content filtering, automation.</p>

Then the language learning process and the approach in a preparatory class differs itself from a general class. The methods conducted in a preparatory class are not just focused on teaching as in a more traditional method. Achieving the objectives in a preparatory class depends on the individual student and the cohesion in the group. Students have different backgrounds and knowledge level, therefore it is extremely important that the teachers use different work methods in order to achieve and to promote the students' language development. The aim with this survey is to get the knowledge about what education methods is being used by teachers in a preparatory class. The study will be based on three teachers work from different schools and the focus will be on the education methods, operation methods and the individualization degree of the education methods.  As we will see the operation methods of all the teachers are based on the same plan and the difference between them are small. The education method on the other hand differs between teachers and depending on the class the teacher will reform the methods to more accommodate the needs of the students in the class. As for the individualization degree of the education methods the study will show that the goals of the methods do not get achieved due to lack of resources. The teachers do not have the time to individualize the education for each student to the degree that is written in the national school plan.

Background: In the schools today it is common that teachers talk about children with special needs and children with “Attention Deficit Hyperactivity Disorder” – ADHD. You can often hear people discuss about children with ADHD from the teachers point of view, that pupils are hard to handle and that they do not know how to create a good relationship with them. But you seldom hear anyone talk about school from the children’s perspective, how they feel, think and experience their school attendance.  Purpose: The purpose of this qualitative study was to examine how a functional disability like ADHD can effect a childs schooling and also to show how pupils with ADHD themselves experience their school attendance and how they are being treated by teachers and other pupils. Method: In order to investigate this, five interviews was carried out with students in the the ages of 16-25. I was interested in their experiences from their years in compulsory school, first to ninth grade. The theoretical basis in this study has been Vygotskijs socio-cultural perspective and concepts such as self-esteem and individualization. Result: The result of the interviews shows that large classes and disturbing noises in the classroom affected the pupil’s concentration in a bad way. They felt that their teachers did not listen or understood their complex of problems, which resulted in frustration, disappointment and anger, which often led to conflicts. They also felt that the teachers very often criticized and punished them, which resulted in more frustration and decreased self-esteem. All respondents felt a kind of alienation because of the treatment from teachers and other children. Conclusions: One of the conclusions in this study is that the teachers did not have enough knowledge, understanding or competence to give the pupils the support they required, and therefore, this study emphasizes the importance of further education for teachers.

Mokymo individualizavimo idėjos, tai susilpnėdamos, tai išryškėdamos, įvairiais aspektais pasireiškia skirtingose šalyse atspindėdamos pažangią ugdymo mintį bei praktiką. Išanalizavus literatūrą, buvo pastebėta, jog individualių užsiėmimų metu mokant vaikus groti instrumentu, individualizavimo problema yra mažai tyrinėta. Nebuvo rasta duomenų, kaip individualizavimo idėjos įgyvendinamos muzikos mokyklose, bendrojo fortepijono pamokose. Tyrimo tikslas – nustatyti individualizavimo principo taikymo bendrojo fortepijono pamokose ypatumus ir galimybes. Tyrimo objektas – individualizavimo principo taikymas bendrojo fortepijono pamokose. Tyrimo metodas – anketinė apklausa ir jos duomenų interpretacija. Siekiant išsiaiškinti kaip taikomas individualizavimo principas mokant vaikus groti bendro fortepijono pamokose B.Dvariono dešimtmetėje muzikos mokykloje buvo atlikta anketinė apklausa. Tyrime dalyvavo 20 Fortepijono skyriaus mokytojų ir 50 įvairaus amžiaus ir skirtingų specialybių mokinių, turinčių vieną privalomą, pusės akademinės valandos trukmės, bendrojo fortepijono pamoką. Apibendrinus apklausos rezultatus paaiškėjo, kad mokiniai demonstruoja pakankamai aukštą mokymosi groti fortepijonu motyvaciją. Atsiskleidė, kad mokiniai neturi savarankiško darbo įgūdžių ir nedemonstruoja noro groti savarankiškai. Dauguma mokinių norėtų reikštis aktyvioje koncertinėje veikloje, tačiau realių galimybių tam maža – pedagogai nedemonstruoja pakankamo pasitikėjimo mokinių galimybėmis... [toliau žr. visą tekstą] / The ideas of education individualization are weaker or stronger appearing in various ways in different countries and they indicate advanced practices and minds. The analysis of the literature showed that individualization problem in student’s individual lessons with music instrument has been little researched. There was not found any data how principles of individualization are implemented in the general piano lessons at music schools. Research Target – The determination of peculiarity and potential possibilities of applying principle of individualization in the general piano lessons. Research Object- The principle of individualization in the general piano lessons. Research Method- The survey with the questionnaire and interpretation of the data collected. There was conducted a survey at Vilnius Balys Dvarionas decennary School of Music to find out how principle of individualization is applied in the general piano lessons. The survey was of a questionnaire type. There participated 20 teachers from piano department and 50 schoolchildren of various ages and specializations in survey. Each student had mandatory lesson of general piano once in a week which lasted half of academic hour. The results of the analysis of the student’s questionnaire showed that there is high level of motivation to learn to play with the piano. There was revealed that students do not have the skills for independent work neither have they demonstrated wishes to play independently. Major part of the... [to full text]

An educational system of individualistic teaching becomes more and more relevant when implementing the objectives of a modern Lithuanian school in the rapidly changing information environment. Such system is based on the methodology that may establish favourable conditions for not only efficient interception of information, but also encouragement of a person’s self-expression and self-realization, promotion of intellectual abilities and creativity, development of motivation and individual capabilities. Master’s theses "Individualization of solfeggio teaching of senior pupils of music school with the help of information technologies" analyzes peculiarities of solfeggio teaching / learning by employing computer programs and the Internet. The objective of the degree work is to research the potentiality of the introduction of information technologies to the process of individualization of solfeggio teaching of senior pupils of music school. The tasks of the research consist of survey of philosophical and psychological grounds for the individualistic educational system, execution of the analysis of personal features of character and differences of the pupils as well as the evaluation of potentiality and significance of introduction of information technologies to the individualistic musical education. The first chapter of the theses presents a review of a concept of individualistic teaching, its philosophical and psychological grounds, origin and development. The principal... [to full text]

Darbe atlikta teorinė specialiųjų ugdymosi poreikių mokinių ugdymo individualizavimo samprata ir analizė. Iškelta hipotezė, kad ugdymo individualizavimo problemos glaudžiai susiję su bendrojo lavinimo pedagogų gebėjimais, įvertinant mokinio gebėjimus, parenkant pagal jo gebėjimus mokymo tikslus, ugdymo turinį, metodus ir būdus bei pasiekimų vertinimo kriterijus. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - ištirti bendrojo lavinimo mokyklos pradinio ugdymo pedagogų, mokytojų dalykininkų bei specialiųjų pedagogų ir logopedų nuomones apie ugdymo turinio individualizavimą specialiųjų ugdymosi poreikių mokiniams. Tyrime dalyvavo 22 pradinių klasių pmokytojai, 33 aukštesniųjų klasių mokytojai, 16 specialistų. Empirinėje dalyje nagrinėjamos adaptuotos matematikos ir lietuvių kalbos ugdymo programos, parengtos 2007- 2010 m. m. Svarbiausios tyrimo išvados: 1. Ugdymo individualizavimas įvardijamas kaip prieinamumo principas, reiškiantis jog mokymo turinys pritaikomas, kad atitiktų skirtingas mokinių savybes ir kiekvienam padėtų siekti geresnių rezultatų. Individualizuojant specialiųjų poreikių mokinių ugdymąsi svarbu ne tik ugdymo turinys, bet ir mokymo metodai, paruoštos individualizuotos užduotys, kurias atlikdami jie mažai skirtųsi nuo bendraamžių. 2. Tyrimo metu paaiškėjo, kad ne visiems pedagogams pakanka turimų žinių, rengiant... [toliau žr. visą tekstą] / In the work was accomplished theoretical individualized analysis of the special educational needs of pupils. The hypothesis is broached that individualized education issues are closely linked to general education teachers’ skills, assessing student skills, according to the choice of the skills training objectives, training content, methods and techniques and outcomes of assessment criteria. Questionnaire survey method was conducted with the aim - to explore secondary school teachers in primary education, objective teachers and special education teachers and speech therapists views on the individualization of the curriculum for pupils with special educational needs. The analysis of the adapted program was made. The study included 22 primary school teachers, 33 higher school teachers, 16 specialists. Key findings: 1. Individualization of training is identified as the principle of availability, meaning that the curriculum is adapted to suit different students’ features, and each contributes to improved results. Individualization of education for students with special needs is not only educational content but also teaching methods prepared a custom tasks for which they are doing little different from their contemporaries. 2. The study showed that not for all schoolmasters suffice the available knowledge in the preparation of the adapted curriculum. Most of the schoolmasters who are preparing adapted programs they take account of... [to full text]

In December 2009 Google had a press release, in which they stated that they would start individualize their users' search results. This is the year individualization began, according to Eli Pariser, who also coined the expression filter bubble. A filter bubble is said to occur when a user only receives individualized feeds, causing them to only consume information that align with their beliefs and excluding them from contradicting information. The main goal of this thesis is to evaluate the existence of filter bubbles and the effects of them. In order to reach the goal, an experiment on a large social media platform is conducted, as well as a qualitative literature study. The experiment consists of fourteen bots that are assigned different behaviors which are performed on a social media platform, which expresses that they use individualization of users' information feeds. The presented results from the experiment are based on data crawled from the bots' feeds. The main finding of the experiment is that no significant filter bubbles are observed and that users experience less exclusion the more of the feed they consume. The literature study consists of 24 papers that both do and do not support the theory of filter bubbles. The main effects found are that filter bubbles fosters polarization of opinions and confirmation bias. It is also said that this could lead to undermining deliberative democracy. / År 2009 talade Google om att de skulle börja anpassa sina sökresultat beroende på vem som använde deras tjänst. Detta lyftes fram av Eli Pariser år 2011, som då myntade uttrycket filterbubbla. Pariser menar att en person befinner sig i en filterbubbla om personen endast konsumerar innehåll som är anpassat efter tidigare visade intressen och därmed blir utesluten från information som utmanar personens åsikter och övertygelser. Det är omdiskuterat huruvida filter bubblor existerar eller inte och vilka effekter som kommer av att en person befinner sig i en. Detta arbete utförs med syfte att utvärdera filter bubblors existens och effekter på både individen och samhället i stort. För att uppfylla syftet genomförs ett experiment och en kvalitativ litteraturstudie. Experimentet består av fjorton nya medlemskonton på en stor social medieplattform där en automatisk mjukvara gillar specifika inlägg under sex veckors tid. Plattformen har uttryckligen framfört att de anpassar användarens flöde av inlägg efter dess beteende. Detta flöde sparas ner för samtliga fjorton konton, två gånger dagligen under sju veckors tid (en vecka extra efter att gillandet av inlägg slutat) och analyseras sedan i jakt på filterbubblor. Genom experimentet att skapa filterbubblor på en social medieplattform hittas inga bevis på att filterbubblor existerar på precis den plattformen. Den kvalitativa litteraturstudien innebär en ingående granskning av vetenskapliga artiklar och avhandlingar inom området. I de 24 arbeten som utvärderas är det åtta stycken som anser att filterbubblor existerar. Flera effekter av filterbubblor hittas i litteraturen och en av de negativa effekterna filterbubblor kan ha på individen är att förstärka behovet att bekräfta sina fördomar. Samhället kan också drabbas av effekter från filterbubblor, såsom försvagande av deliberativ demokrati. Deliberativ demokrati, även kallat samtalsdemokrati lyfter vikten av kommunikation för att utveckla och förstärka en demokrati.

Que traduit la hausse de la participation aux élections présidentielles françaises de 2007 et américaines 2008 ? À partir d’enquêtes électorales française, américaine et canadienne, notre étude met en lumière les changements d’attitudes politiques des citoyens survenus ces dernières années et la pratique croissante d’une participation intermittente et sélective. Ces changements qui résultent de logiques d’individualisation ont permis aux individus de s’extirper de contraintes d’appartenance sociale et de s’affranchir d’allégeances partisanes. Leur jugement se fonde désormais sur une évaluation des critères de l’offre électorale. L’individualisation des valeurs en politique se traduit notamment par une évolution du sens du vote et une hiérarchisation des scrutins. Les électeurs ne se délaissent pas les élections, ils choisissent simplement de participer autrement. Plus instruits, plus autonomes et plus critiques, ces citoyens prescrivent des changements profonds de l’offre. Afin de rallier le plus grand nombre de suffrages, les candidats se voient contraints d’adapter leurs dispositifs stratégiques aux évolutions des comportements politiques des citoyens : structuration des partis, modernisation des campagnes électorales, militantisme à « la carte », nouvelles formes d’engagement politique, usage de l’Internet. Tout est fait pour que le citoyen individualisé trouve dans ces manières de faire la politique les bonnes raisons de voter. / What does the increase of the voter turnout in the 2007 French and the 2008 American presidential election mean? With the French, American and Canadian surveys, we highlight the changes in the political attitude of the citizens occurred in recent years. The voters are now practicing an intermittent and selective voting. This changing political behavior reflects a growing individualization values in politics. They are making their mind up from an assessment of the electoral issues positions, an evolution of the meaning of the vote and, a priorization of elections. Voters are not leaving the polling stations, they are only choosing to participate in different way. More educated, autonomous and critical, the citizens require deep changes in the political evaluations. So, by winning number of votes, candidates have to adapt their strategical plan of actions by including the individualized behavior of the citizens : structuring the political party, modernizing the electoral campaigns, promoting a membership “à la carte”, developing new forms of political engagement, and using the Internet. Everything is done to increase the individualized citizens vote.

[pt] Esta tese desenvolve uma abordagem sobre a escola brasileira como uma instituição que pode contribuir para a democratização do espaço público. Nessa perspectiva, considera que, por razões teóricas, éticas e políticas, a pluralidade presente na sociedade brasileira e que atravessa a escola pública precisa se constituir com referência nas lutas em torno da igualdade substantiva. Sustenta-se que, frente ao aprofundamento das desigualdades sociais impostas pelo capital em sua fase de desenvolvimento global, uma rica compreensão da pluralidade só pode se realizar mediante o estabelecimento de condições de igualdade nas relações sociais, buscando superar tanto as injustiças de ordem socioeconômica quanto às injustiças decorrentes dos processos de desrespeito, de não reconhecimento e dominação cultural-valorativa. Com base nessa orientação, empreende-se uma análise crítica de concepções pós-modernas que se apropriam de conceitos como cultura, identidade e diferença, sem relacioná-los às lutas por uma sociedade igualitária, democrática e socialista. Ao mesmo tempo, enfatiza-se o trabalho como princípio ordenador da pluralidade, pois potencializa os processos de individualização pela capacidade de criar cultura, de formar identidades e de enunciar diferenças nas formas de sentir, pensar e intervir no mundo. A compreensão do trabalho como princípio ordenador da pluralidade coloca para a escola pública brasileira os desafios de valorizar a relação pedagógica entre educador e educando e de superar os mecanismos internos que inibem a vida escolar para viabilizar a apropriação e reapropriação do conhecimento na direção da emancipação humana e da transformação social. / [en] This thesis develops an analysis of Brazilian public schools as institutions that can contribute towards the denmocratization of public space. The analysis considers that, for theoretical, ethical and political reasons, the plurality present in Brazilian society, and which manifests itself in its public schools, needs to make reference to the struggles for substantive equality. It is argued that, in the face of the profound social inequalities imposed by capital in its phase of global development, a rich comprehension of plurality can only be realized through the establishment of conditions of equality in social relations, looking towards the overcoming of socioeconomic injustices as well as the injustices that are products of lack of respect, lack of recognition and cultural domination. On the basis of this argument, the thesis develops a critical analysis of postmodern conceptions that appropriate concepts such as culture, identity and difference, without relating them to the struggles for an egalitarian, democratic and socialist society. At the same time, the dissertation emphasizes labour as an organising principle of plurality, because it potentializes the processes of individualization by its capacity to create culture, to form identities and to enunciate differences in ways of feeling, thinking and intervening in the world. The comprehension of labour as an organising principle of plurality confronts the Brazilian public school with the challenge to value the pedagogical relation between educator and educated and to overcome the internal mechanisms that inhibit school life, in order to make possible the appropriation and reappropriation of knowledge in the direction of human emancipation and social transformation.