<p>Non-compulsory schools in Sweden should make use of the knowledge and experience that is available in society according to the aims and objectives of the Curriculum for the Non-Compulsory School System - Lpf 94. There are however only a few studies which have focused on the contacts between non-compulsory schools and society as represented by the business world in Sweden.</p><p>The purpose of this study is to examine in what ways and to what extent non-compulsory schools are following the Curriculum by using the knowledge and experience of the business world. The perspectives have been: Which contacts in the business world and which working practices from the business world are implemented in teaching in non-compulsory schools? In what way do these contacts and working practices affect the teaching and learning of business administration? The purpose of this study is also to examine if the teachers in non-compulsory schools use business information and different kinds of business knowledge and experiences in order to keep themselves up-to-date regarding the business world. The perspectives have been: Are the teachers using up-to-date business information or business experience? Are the teachers applying a multicultural perspective in teaching business studies? In what way does this kind of information or first-hand experience affect the teaching and learning of business administration?</p><p>The method used in this study was to interview seven teachers from two non-compulsory schools in Stockholm. The research showed that both schools use different kinds of business contacts, business experience and up-to-date business information as input in their teaching. Both schools are also using mini enterprise and work experience in teaching the pupils business administration. Only a few of the teachers have applied a multicultural perspective in their teaching. The research also showed that it will take time, resources and coordination to increase contacts with the business world. These contacts are essential for helping the pupils to achieve a degree of practical learning and knowledge which is mentioned in the Curriculum for the Non-Compulsory School System as well as being in demand in working life.</p>

Non-compulsory schools in Sweden should make use of the knowledge and experience that is available in society according to the aims and objectives of the Curriculum for the Non-Compulsory School System - Lpf 94. There are however only a few studies which have focused on the contacts between non-compulsory schools and society as represented by the business world in Sweden. The purpose of this study is to examine in what ways and to what extent non-compulsory schools are following the Curriculum by using the knowledge and experience of the business world. The perspectives have been: Which contacts in the business world and which working practices from the business world are implemented in teaching in non-compulsory schools? In what way do these contacts and working practices affect the teaching and learning of business administration? The purpose of this study is also to examine if the teachers in non-compulsory schools use business information and different kinds of business knowledge and experiences in order to keep themselves up-to-date regarding the business world. The perspectives have been: Are the teachers using up-to-date business information or business experience? Are the teachers applying a multicultural perspective in teaching business studies? In what way does this kind of information or first-hand experience affect the teaching and learning of business administration? The method used in this study was to interview seven teachers from two non-compulsory schools in Stockholm. The research showed that both schools use different kinds of business contacts, business experience and up-to-date business information as input in their teaching. Both schools are also using mini enterprise and work experience in teaching the pupils business administration. Only a few of the teachers have applied a multicultural perspective in their teaching. The research also showed that it will take time, resources and coordination to increase contacts with the business world. These contacts are essential for helping the pupils to achieve a degree of practical learning and knowledge which is mentioned in the Curriculum for the Non-Compulsory School System as well as being in demand in working life.

Syftet med examensarbetet är att diskutera och belysa hur några skolor arbetar med attidentifiera och stötta elever med dyslexi och sätta det i relation till skolans styrdokument. Föratt kunna undersöka dessa frågeställningar användes semistrukturerade intervjuer med sexstycken lärare som alla arbetar på olika skolor. Resultaten visar att skolorna arbetar med attkartlägga och följa upp eleverna och att lärarna försöker kompensera elevers svårighetergenom olika pedagogiska stöd och tekniska hjälpmedel. Skolorna arbetar inkluderande och deanpassar undervisningen och lärandemiljön utifrån elevernas olika behov och svårigheter.Resultaten visar också det finns dilemman som lärarna mött under sitt arbete med att hjälpaeleverna med dyslexi så som att skolan ska vara kompensatorisk men samtidigt varainkluderande, tidsbrist, hjälpmedlen kan vara utpekande och att eleverna behöver få endiagnos för att skolan ska få extra resurser. / The aim of the study is to discuss and illustrate how some schools are working to identify andsupport pupils with dyslexia and how it relates to their policy documents. To investigate thesequestions, semi-structured interviews were chosen as the method. Six teachers, all working atdifferent schools, were interviewed. The results show that the school are working to identifyand follow up students, and that educators are trying to compensate for pupils difficultiesthrough a variety of educational supports and assistive technology. Schools working in aninclusive and personalizing the teaching and learning environment according to puppilsdifferent needs and difficulties. The results also show there are dilemmas that educators facedin their effort to help students whit dyslexia as that the school should be compensatory but atthe same time inclusive, lack of time, that the us of aids can become stigmatizing, andstudents need a diagnosis for the school to get extra resources.

Syftet med den här studien var att undersöka, belysa och exemplifiera hur en svensk grundskola arbetar med elever som har dyslexi, dels i generella termer, dels med inriktning mot engelskundervisningen, vad gäller stöttning, hjälpmedel, bedömning och betygssättning samt i vilken mån den undersökta skolans dyslexiarbete harmonierar med styrdokumentens föreskrifter.      För att kunna undersöka det valda området användes semi-strukturerade intervjuer med tre lärare och en specialpedagog på skolan. Intervjuerna sammanställdes och analyserades.      Resultaten på studien visade att skolan arbetar medvetet för att underlätta för elever med dyslexi genom hjälpmedel och nivågrupperingar, men att lärarna ändå till stor del står frågande när det gäller vilka metoder som fungerar bäst, hur de ska handla vid misstanke om dyslexi samt bedömning och betygssättning. Resultaten visade också att engelska är ett ämne som lärarna och specialpedagogen upplever som extra svårt för elever med dyslexi. Under engelskundervisningen arbetar lärarna dock inte annorlunda med elever som har dyslexi, trots att det ämnet anses som svårare. De anser sig inte ha verktygen. / The aim of this study was to examine, illustrate and exemplify both in general terms and in the teaching of English, how a Swedish compulsory school works with pupils who have dyslexia. The study focused on support, assistance, assessment and marking, and to what extension the school’s work with dyslexia corresponds to the regulations of the steering documents.      Semi-structured interviews were chosen as the method for examining the chosen subject. Three teachers and one special educational needs teacher were interviewed. The interviews were then put together and analysed.      The results of the study showed that the school works deliberately to make school easier for pupils with dyslexia by giving them assistance and ability grouping, however, the teachers still seem to have many questions regarding teaching methods, what to do if suspecting dyslexia, assessment and marking. The results also showed that English is a subject which is considered to be especially difficult for pupils with dyslexia, by the teachers and the special educational needs teacher. During the teaching of English, the teachers do not work differently with the pupils who have dyslexia, even though English is believed to be a difficult subject to learn. The teachers do not feel that they have the right tools to do so.

This study aims to examine the regard paid to the use of Assistive Technology (AT) when assessing the knowledge of Year 9 pupils with dyslexia in the subject Swedish. A starting point was to examine the knowledge of a group of teachers in the areas of dyslexia and AT. The issues then developed as to which AT a dyslexic pupil is allowed to use in an assessment situation and how the use of these tools affects the assessment. There was an examination of the guidelines that the teacher group can use as support when assessing the knowledge of dyslexic pupils on the basis of AT. The method used was qualitative semi-structured interviews. The group examined was made up of four subject teachers in Swedish. The results showed that the teacher group had limited knowledge of both dyslexia and AT. It also emerged that computers were the most common form of compensatory aid in assessment situations. The use of AT did not affect the assessments. The curriculum contained no guidelines for assessing knowledge on the basis of AT and left a lot of room for interpretation by individual teachers. The conclusions drawn were that there is a need for teacher training to include courses on dyslexia and the areas of application of AT. Greater knowledge would better ensure that the correct compensatory aid is chosen for each pupil in each assessment situation. Clear guidelines are also needed so that assessments can be regarded as fair and of equivalent value.