Early intervention is important on different levels and must be justified as a social and economic long-term investment. There is no doubt about the importance of early detection when helping children/students in need of support. What kind of support that is deemed suitable and who provides the support can be viewed from different perspectives and with different approaches. Seen from a relational perspective the special education process is a long-term process and affects not only the individual but the whole school culture and systems may need changing. This study intends to describe the importance of the learning environment and what efforts are initiated early for students in need of support from the special education point of view. As part of this, a study of a student health project was made. A triangular method of investigation was used, with document studies, questionnaires and interviews. This has been done in consultation with promoters and linked to the background by previous research but also for active educators and special educators. Although the result showed that the relational perspective is relevant to the work of early intervention in the learning environment, the categorical perspective often is associated with the concept of early intervention, both in theory and practice

Syftet med denna systematiska litteraturstudie är att redogöra för vad aktuell forskning säger om hur elever kan inkluderas i den ordinarie matematikundervisningen med hjälp av digitala verktyg. Skolan har historiskt sett exkluderat de elever som har generella matematiksvårigheter genom segregerade lösningar. Våra egna erfarenheter och forskning visar att digitala verktyg ofta finns i skolor men inte används till sin fulla potential. Denna studie utgår ifrån Göransson och Nilholms (2014) teori om inkludering där de presenterar fyra olika idéer om vad inkludering kan vara. Resultatet i denna studie visar att inkludering med hjälp av digitala verktyg kan uppnås genom individanpassning, detta kan ske genom lättillgängliga mjukvaruprogram som exempelvis tillägg i Google Chrome. Vidare visar resultatet att inkludering med hjälp av digitala verktyg kan uppnås genom motivation och engagemang, detta genom exempelvis datorspelsprogrammet ”Minecraft Education Edition” som förespråkar samarbete. Inkludering är ständigt aktuellt och den ökande digitaliseringen av skolan gör att det finns behov av fortsatta studier. / This systematic literature review provides an overview of current research regarding how students can be included in regular mathematics education using digital tools. Historically, schools have excluded students with general mathematics difficulties through segregated solutions. Our experiences and research indicate that digital tools are often present in schools but are not utilized to their full potential. This study is based on Göransson and Nilholm's (2014) theory of inclusion, which presents four different concepts of inclusion. The findings of this study demonstrate that inclusion with the aid of digital tools can be achieved through individualization. This can occur through readily accessible software programs, such as Google Chrome extensions. The results further demonstrate that inclusion through the use of digital tools can be achieved through motivation and engagement, as exemplified by the computer game program "Minecraft Education Edition", which promotes collaboration. Inclusion remains a timely and relevant topic, and the increasing digitalization of schools necessitates further research in this area.

Syftet med studien var att undersöka hur behov och åtgärder i ämnet svenska beskrevs i några åtgärdsprogram upprättade för elever i årskurserna 1-3.   Frågeställningarna handlade om hur lärare beskrev elevens behov av stöd och efterföljande åtgärder.   För att besvara frågeställningarna har kritisk diskursanalys använts. Empirin till undersökningen var fjorton åtgärdsprogram från tre olika kommuner. Till hjälp för analys av resultat har de specialpedagogiska perspektiven använts som teoretisk modell.   Det sammantagna resultatet visade att elevens behov vid flera av de granskade åtgärdsprogrammen framställdes som om eleven var bärare av sina problem, eller att eleven behövde träna mer. Behoven framställdes också som om eleven behövde liten grupp eller en resursperson. Åtgärder beskrevs utifrån att eleven var en passiv mottagare av åtgärden. De flesta åtgärderna var åtgärder på individnivå. Speciallärare framstod som åtgärd i flera av de granskade åtgärdsprogrammen. I några åtgärdsprogram var åtgärden beskriven på organisationsnivå, åtgärderna handlade om att lärarna behövde hitta andra arbetssätt.   Sammanfattningsvis utkristalliserades sex olika diskurser, inkluderande diskurs, exkluderande diskurs, pedagogisk diskurs, eleven som problembärande diskurs, akademisk diskurs och kunskapsdiskurs. Flera av diskurserna hör hemma i den traditionella skolan och det kompensatoriska perspektivet. Dock gjordes några diskurser synliga som hör hemma i det kritiska perspektivet, exempelvis inkluderande diskurs, där görs kopplingar till politiska dokument såsom Barnkonventionen och Salamancadeklarationen. En intressant slutsats är att flera diskurser handlade om specialläraren, med hjälp av dilemmaperspektivet påvisades att diskursen kan bli problematiskt beroende på hur vi ser på specialläraren som profession. / The purpose of the study was to examine how the work with special support in the subject Swedish is described in some action programme established for students in grades 1-3.   The paper’s questions were about how teachers described the student’s need for support and the following actions.   Critical discourse analysis was used to answer the questions. The empirical data for the study were fourteen action programmes from three different municipalities. To help in the analysis of the results, the special education perspective as a theoretical model was used.   The combined results showed that the student’s needs at several of the reviewed action programmes were presented as if the student was carrying his problems, or that the student needed to train more. The needs were also presented as if the student needed a small group or an assistant. Actions were described on the basis that the student was a passive recipient of the actions. Most of the actions were on an individual level. Special needs teachers were presented as actions in several of the reviewed action programmes. In some action programmes the actions were described on an organizational level. The measurements used were focused on the teachers where they needed to find other ways of working.   In conclusion, five different discourses emerged; inclusive discourse, excluding discourse, pedagogic discourse, student as the problem bearer, knowledge discourse and academic discourse. Several of the discourses belong in the traditional school and the compensatory perspective. However, there were some discourses revealed that belong in the critical perspective, such as including discourse where connections can be made to political documents such as the child convention and Salamanca declaration. One interesting conclusion is that many discourses were about the special needs teacher, with the help of the dilemma perspective the study shows that the discourse can be problematic depending on how we view the special needs teaching as a profession.