Inclusion enable children with special needs pursue their education or activities with their peers who are not disabled. Participation of children can be promoted by inclusion. Teachers are key for developing inclusive schools and improve the participation of children with special needs. The aim of this study is to describe strategies teachers use to facilitate participation of children in need of special supports in three ‘inclusive schools’ in Finland. To study this issue, interviews were conducted with eight participants from these three schools. The ICF-CY model was used to analyze the interview data. Results show that teachers’ strategies of promoting children’s participation in these Finnish ‘inclusive’ schools are diverse, teachers use strategies that focus on children’s environmental factors as well as factors that relate to children themselves. Most of teachers believe strategies that make changes on children environmental factors can help children participate in classroom tasks and activities. Some factors to influence difference of the strategies in different schools were found, different school situations and seems to be a decisive role on teachers’ strategies of improving the participation of the children. This study gives a promising view of the actions that teachers take to promote participation of children in need of special support.

Teacher perspectives and judgments of students' race and gender are known to influence their assessment of primary and secondary students' academic achievements. However, little is known about the effect on children's academic achievement of preschool teacher perspectives and judgments of students' race and gender, which forms the basis for this study. The purpose of this study was to analyze teacher assessment of preschool children's mathematics and science skills on the Desired Results Developmental Profile (DRDP) and Teacher Strategies GOLD (TSG), along with teacher comments written in preparation for each child's parent-teacher conference, to determine if there was a relationship between preschool teachers' assessment and comments and the race and gender of the child. Wason's theory of confirmation bias formed the theoretical foundation of this study. The research questions addressed the relationship between preschool teacher assessments recorded on the DRDP and TSG regarding children's mathematics and science skill and teacher comments coded from Racasens linguistic model and those children's race and gender. Archival data from 2 Head Start centers in a western and southwestern state were analyzed using the Mann-Whitney U test, and the point-biserial Pearson correlation. The Mann-Whitney U test found no statistically significant differences in DRDP and TSG scores by students' race and gender. The point-biserial Pearson correlation found no statistically significant correlation between race or gender and teacher comments. This study contributes to positive social change by confirming observational assessments to be free from teacher bias, supporting their continued use with preschool children to promote their learning and development.

The aim of the present study was to find out about teachers’ awareness, experiences and specific strategies used when dealing with Foreign Language Speaking Anxiety in the subject of English in Swedish upper secondary schools. Five teachers were interviewed to find out about their awareness and experiences of what contributes to Foreign Language Speaking Anxiety, and what manifestations students show who suffer from it. Further, the interviews also intended to find out about the teachers’ specific strategies used in order to reduce Foreign Language Speaking Anxiety. The results demonstrated that the anxious students generally are those who put unrealistic demands on themselves and feel that anything less than an excellent outcome is a failure. All participants agreed that two contributing factors to Foreign Language Speaking Anxiety are the fear of being embarrassed in front of others, and the emotional aspect of low self-confidence or self-esteem. Students tend to fear speaking situations where others could evaluate them negatively, which probably has to do with low self-confidence or self-esteem. The most evident manifestation of Foreign Language Speaking Anxiety proved to be the strategy of avoidance, where students can refuse to speak, become silent, or do not even show up for speaking activities. The most extensively used strategy for reducing Foreign Language Speaking Anxiety turned out to be dividing students into smaller groups, in order to make each student feel more comfortable speaking English. However, the results also brought up some interesting strategies used not mentioned in previous research. / Syftet med denna studie var att ta reda på lärarnas medvetenhet, erfarenheter och specifika strategier som de använder sig av när det kommer till talängslan i främmande språk i en svensk gymnasieskolekontext. Fem lärare intervjuades för att få reda på deras medvetenhet och erfarenheter kring vad som bidrar till talängslan i främmande språk och hur det yttrar sig hos eleverna som lider av det. Vidare så var även syftet att ta reda på specifika strategier lärarna använder sig av i undervisningen för att reducera talängslan i främmande språk. Resultaten visade att oroliga studenter oftast är de som ställer orealistiska krav på sig själva och känner att allt utom ett utmärkt resultat är ett misslyckande. Alla deltagare var överens om att två bidragande orsaker till talängslan i främmande språk är rädslan för att bli generad framför andra, och den känslomässiga aspekten av lågt självförtroende eller självkänsla. Eleverna tenderar att vara oroliga i talsituationer där andra skulle kunna bedöma dem negativt, vilket antagligen har att göra med lågt självförtroende eller självkänsla. Det mest uppenbara yttrandet för talängslan i främmande språk visade sig vara undvikande, som till exempel, att eleverna vägrar att prata, blir tystlåtna, eller inte ens är närvarande under talaktiviteten. Den mest använda strategin för att reducera talängslan i främmande språk visade sig vara att dela upp eleverna i mindre grupper för att de skall känna sig mer bekväma med att tala engelska. Resultaten visade även på några intressanta strategier som inte nämnts i tidigare forskning.

This study investigates the incorporation of literature in teaching practices in English as a second language (ESL) and its influence on education. It explores how teachers integrate literature reading into their instruction, the materials they choose, the underlying purposes, and the assessment methods employed. The research aims to uncover teachers' strategies for promoting literature reading and their perspectives on the value of literature in schools. Through a qualitative approach, semi-structured interviews were conducted with five teachers from two municipalities in Skane, Sweden, ensuring a diverse range of perspectives and experiences. The findings highlight the various approaches adopted by teachers when promoting literature reading. While some actively employ strategies to engage students with literature, others may not prioritize its use. The study also reveals divergent viewpoints regarding the value of literature in education. While some teachers recognize its ability to foster critical thinking, empathy, and cultural understanding, others may consider it less relevant compared to other academic subjects. These findings have significant implications for educational practices, emphasizing the importance of effective strategies to integrate literature into teaching. Such integration can enhance students' reading skills and overall educational experience. By grasping teachers' perspectives and approaches, educational institutions can promote a comprehensive and impactful use of literature in the classroom.

Förskolan ska erbjuda barn stimulans och stöd med avsikt att ge varje enskilt barn goda möjligheter att tillägna sig utbildningen. Förskollärare har ett stort ansvar i inkluderingen av barn i behov av särskilt stöd. Tidigare forskning visar att inkludering är ett mångfacetterat begrepp. Forskningen visar att inkludering relateras till delaktighet, likvärdighet och interaktion. Förskollärares kunskap och kompetens är en viktig komponent i inkluderingsarbetet. I främjandet av inkludering kan förskollärare använda sig av olika strategier. Syftet i vår undersökning är att undersöka hur barn i behov av särskilt stöd inkluderas i förskolan ur ett förskollärarperspektiv. Detta har undersökts genom en kvalitativ metod med elektroniska intervjuenkäter. Resultatet visar på strategier förskollärare använder i verksamheten för att skapa en inkluderande förskola. Strategier som tydliggörande pedagogik och anpassningar av sociala- och fysiska miljöer i förskolan framkommer som betydelsefulla för inkluderingsarbetet. Resultatet lyfter även förskollärares förutsättningar utefter deras arbetsförhållanden. I relation till dilemmaperspektivet pekar förskollärarnas metoder vid förutsättningar och strategier på handlingar som i nästa led skapar dilemman i vardagen. I diskussionen lyfts de slutsatser undersökningen kommit fram till; alla barn oavsett om barnet är i behov av särskilt stöd eller ej har rätt till en likvärdig undervisning i förskolan men styrs utefter dilemman som uppstår i verksamheten.