A case study using a phenomenological approach was carried out to determine how effective and enduring learning is for two diverse groups of grade 9 natural science learners when delivered through a collaborative co-teaching approach involving a high school science teacher and a special needs teacher. Even though the findings of this research indicate that the co-taught sessions did not significantly affect the learners’ test results, the majority of the learners reported very positive perceptions of co-teaching. From the findings the main benefits for the learners included an improvement in their understanding of learning styles and associated study skills, increased contact time with the teachers, and the benefit of another teacher’s expertise in the classroom. The researcher found the co-teaching approach yielded a clearer focus on the individual learning styles, new strategies for differentiation, and a positive teaching experience. / Science and Technology Education / M. Ed. (Natural Science Education)

Syftet med studien är att undersöka betydelsen av att använda virtuell simulerad undervisning (virtual reality, VR) i speciallärarutbildningen med specialisering mot språk-, skriv- och läsutveckling som alternativ och komplement till autentiska test med elever för att belysa lärande, etiska aspekter och bedömningsformen i en VR-miljö. Bakgrunden till studien är att speciallärarstudenterna behöver öva upp sina färdigheter i att genomföra språk-, skriv- och läsutredningar. Problemet som kan uppstå är att studenternas behov av färdighetsträning kan hamna i motsatsförhållande till autentiska elevers integritet och medföra etiska och bedömningsmässiga konsekvenser. I studien användes kvalitativa metoder. Speciallärarstudenterna deltog i ett lärtillfälle om en VR-simulerad dynamisk bedömning, vilket observerades. Alla deltagarna intervjuades sedan i fokusgrupper om VR-simulering, bedömningspraktik och etik. De lämnade även en skriftlig reflekterande anteckning om lärtillfället. Analysen av resultatet gjordes utifrån ett situerat, sociokulturellt perspektiv på lärande med utgångspunkt i fyra dimensioner: mening, praktik, gemenskap och identitet (Wenger, 1998). I analysen av själva lärandesituationen togs även inspiration av Wengers (1998) teori om att designa för lärande. Studiens resultat identifierar att den största betydelsen av VR-simuleringen för speciallärar-utbildningen ligger i att speciallärarstudenterna gemensamt kan se och diskutera samma dynamiska bedömning i VR. VR-filmen blir ett reifierat minne och ett visualiseringsverktyg där den gemensamma upplevelsen främjar meningsskapande och reifikation om bedömningspraktik. Vi ser också i resultatet att VR-tekniken kan vara ett hinder för vissa men att enkla anpassningar bör öka möjligheten att ta till sig budskapet utan att påverkas negativt av tekniken. Tillgängligheten till en dynamisk bedömning och studenternas meningsskapande om olika bedömningspraktiker möter kraven i examensordningen (SFS 2017:1111) att kritiskt kunna granska och välja olika metoder för bedömning av språk-, skriv- och läsutveckling. Även etiska dilemman i att använda elever i utbildningssyfte motiverar VR-simulering i speciallärarutbildningen. Resultatet i vår undersökning visar att VR-simuleringen kan vara ett komplement till språk-, skriv- och läsutredningar. Resultatet av vår avgränsade studie är inte generaliserbart, men kan bidra till diskussioner om bedömningspraktiken och etiska implikationer genom användning av VR i speciallärarutbildningen. I slutet av examensarbetet ger vi förslag på framtida forskningsområden om VR-simulering i högre utbildning och vi redovisar även specialpedagogiska implikationer. / The aim of the present study is to examine the possibility to use virtually simulated (virtual reality, VR) teaching in the education of special needs teachers with specialization in language, writing and reading development as a complement and as an alternative to authentical tests with pupils, to illustrate learning, ethical aspects and the form of assessment in a VR-based environment. The background of the study derives from the students’ need to practice their ability to make language, writing and reading assessments throughout the education to become special needs teachers. A problem that might arise is when the students’ need for practice affects pupils’ integrity or other ethical implications. The study was based on qualitative methods. The students took part of a VR-simulated dynamic assessment, during which the learning situation was observed. All students who participated were then included in focus groups and interviewed about VR-simulation, assessment practice and ethics. An analysis of the result was done from a situated, sociocultural perspective on learning based on four dimensions: meaning, practice, community and identity (Wenger, 1998). The analysis of the learning situation was also inspired by Wenger’s (1998) theory of designing for learning.The results of the study identify that the greatest importance of VR-simulation for the education of special needs teachers lies in the possibility for the students to mutually see and discuss the same dynamic assessment in VR. The VR-simulation becomes a reified memory and a visualization tool where the shared experience promotes negotiation of meaning and reification around assessment practice. We also see in the result that VR-technology can be a barrier for some students, but that simple adjustments should increase the possibility to participate without being adversely affected by the technology. The availability of a dynamic assessment and the students' reflections about different assessment practices meet the requirements of the system of qualifications “examensordningen” (SFS 2017:1111) to be able to critically review and choose different methods for assessing language, writing and reading development. Ethical dilemmas in assessment of pupils for educational purposes also motivate VR simulation in special education. The results show that VR simulation can be a complement to language, writing and reading assessments. The present study is limited to a specific situation and can not be considered generalizable but can contribute to discussions about assessment practices and ethical implications through the use of VR when educating special needs teachers. We also provide suggestions for future research areas for VR-simulation in higher education.

Carström, M. & Johansson C. (2015). Att utmana elevers skriv- och läsförmåga i träningsskolan. En kvalitativ fallstudie med utgångspunkt i metoden “Att skriva sig till läsning”. To challenge pupils’ ability to write and read in compulsory school for pupils with intellectual disabilities – a qualitative case study originating in the method of “Write to Read”. Högskolan, Kristianstad. Speciallärarprogrammet. Syftet med följande studie är att undersöka hur skriv- och läsförmågan hos fyra elever i träningsskolan utvecklas genom att arbeta med utgångspunkt i metoden “Att skriva sig till läsning” (ASL). Studiens teoretiska ramverk är det sociokulturella perspektivet och det har valts utifrån en syn på att lärande sker i interaktion med andra människor. Arbetet ger en översikt av tidigare forskning om elever med utvecklingsstörning, läs- och skrivutveckling, läs- och skrivsvårigheter, framgångsfaktorer hos lärare vid arbete med läs- och skrivinlärning, elevers motivation och delaktighet samt om metoden ASL. Genom att göra aktionsforskning i de klasser där vi själva arbetar ville vi undersöka om metoden ASL kunde vara lämplig att använda i arbetet med elevers skriv- och läsutveckling i grundsärskolan, inriktning träningsskola. Vi har gjort deltagande observationer, fört dagboksanteckningar, filmat eleverna och fotograferat elevernas arbete. Sammanfattningsvis pekar resultaten i vår undersökning på att ASL kombinerat med att träna andra förmågor så som bokstavskännedom och klappa stavelser, kan vara en lämplig metod att arbeta efter i grundsärskolan, inriktning träningsskola. Resultatet visar att eleverna utvecklades inom en rad olika områden och studiens bidragande effekter var att elevernas motivation och delaktighet ökade markant. / Carström, M. & Johansson, C. (2015) To challenge pupils’ ability to write and read in compulsory school for pupils with intellectual disabilities – a qualitative case study originating in the method of “Write to Read”. The purpose of this study is to investigate how four pupils in special schooling’s ability to write and read is possibly affected and developed by working according to the method of “Write to Read” during a period of 8 weeks. The theoretical framework of the study is the sociocultural perspective and it has been chosen according to the approach that learning takes place in interaction with others. The study presents a general view of earlier research of pupils with intellectual disabilities, reading and writing development, reading and writing difficulties, elements of success from teachers working with reading and writing training, pupils’ motivation and participation and with the method of “Write to Read”. By action research in our own classes, we wanted to investigate whether the method of “Write to Read” would be a suitable method to use when trying to develop pupils’ abilities to write and read in Swedish (compulsory) special schools, focusing on pupils with severe intellectual disabilities. We have conducted observations, kept a journal with daily notes, the pupils have been filmed and we have taken photos of our pupils’ work. To sum everything up, our study shows that “Write to Read” combined with training abilities such as knowledge of the letters and of clapping to syllables could be a suitable method within special schools. The result shows that pupils were developing within a number of areas and contributory effects of the study were that our pupils’ motivation and participation increased prominently.

A case study using a phenomenological approach was carried out to determine how effective and enduring learning is for two diverse groups of grade 9 natural science learners when delivered through a collaborative co-teaching approach involving a high school science teacher and a special needs teacher. Even though the findings of this research indicate that the co-taught sessions did not significantly affect the learners’ test results, the majority of the learners reported very positive perceptions of co-teaching. From the findings the main benefits for the learners included an improvement in their understanding of learning styles and associated study skills, increased contact time with the teachers, and the benefit of another teacher’s expertise in the classroom. The researcher found the co-teaching approach yielded a clearer focus on the individual learning styles, new strategies for differentiation, and a positive teaching experience. / Science and Technology Education / M. Ed. (Natural Science Education)