Syftet med denna systematiska litteraturstudie är att undersöka vad tidigare forskning har kommit fram till gällande användning av skönlitteratur i undervisningssammanhang, samt hur en mer omfattande användning av skönlitteratur i skolan skulle kunna påverka skolans dubbla uppdrag. Studiens resultat bygger på 14 publikationer som tagits fram genom databassökning. Resultaten talar för att arbete med skönlitteratur i huvudsak är positivt, men att det krävs mer än att bara läsa för att kunna nyttja skönlitteraturens fulla potential. Forskning visar på att det finns stora möjligheter till bildning genom att läsa, diskutera och analysera skönlitteratur. Samtidigt tyder undersökningar på att dagens elever läser mindre än vad de gjorde för tio år sedan. Resultatet visar även på att elevers medievanor förändrats och att de medier som skolan använder sig av behöver följa med i utvecklingen och föreslår serieromaner som ett möjligt alternativ till traditionell textuell litteratur. Sammanfattningsvis finns mycket att vinna genom arbete med skönlitteratur i skolan så länge som det medföljande arbetet kring litteraturen är välplanerad och eleverna upplever litteraturen som meningsgivande.

Collaboration between different professions within the school is important for promoting students' health and knowledge goals. Research in the school area shows both promoting and hindering factors for interprofessional teams to work with health promotion and prevention work. It appears that collaboration between school social workers and other professionals is influenced by different knowledge backgrounds and approaches to definitions as well as solutions to problems, which have an impact on the collaboration work. The purpose of this study was to examine, from the perspective of school social workers, what the collaboration process within compulsory school looks like and how different professional perspectives emerge between school staff. Furthermore, we wanted to know what the collaboration process means for the school curative work. This study has been based on a qualitative method where seven semi-structured interviews with school social workers in two medium-sized municipalities have been conducted. The result shows that collaboration varies between different schools and professions. Conditions and obstacles can be related to both organizational conditions, professional similarities and differences as well as individual factors. Collaboration is important for the school social worker’s professional role, just as the school social worker’s room for maneuver is important for working to promote health and prevention and for taking a holistic perspective.

Children who live in Sweden without a legal residence permit have the right to go to Swedish school. Students are thereby welcomed at the same time as they are considered illegal in society at large. In this qualitative study based on interviews, I rely on an explorative approach towards Swedish Compulsory School policy practice and the way it affects the schooling opportunities of undocumented children. Findings include how policy interpretation and enactment involves secrecy and socially compensatory acts. The school policy practice of secrecy is primarily enabling schooling opportunities for undocumented children. However, it also conditions these opportunities as participation presupposes concealment and self-restraint in order for the undocumented student to remain incognito. This ambivalence is identified on macro, meso, and micro-levels, as the ambiguous state policies are built into the school organization and reproduced on the school floor. Schools’ social compensatory support is partly expressed through challenges and resistance against unjust policy practices, and partly through civil commitment. The result show that schools’ social support relies widely on the arbitrariness of individual school agents; a commitment that stems from a situationally emerging ethical responsibility to aid undocumented students. It is thereby recognized as vulnerable, as the social support for undocumented students depends on individual agents.

Syftet med den här studien är att bidra med kunskap om hur social, pedagogisk och fysisk lärmiljö är utformad i grundsärskolans klassrum. Utifrån syftet besvaras tre frågeställningar: Hur är den sociala lärmiljön utformad, hur är den pedagogiska lärmiljön utformad och hur är den fysiska lärmiljön utformad? Studien bygger på tolv observationer i fyra klassrum på tre grundsärskolor. Observationerna har sin grund i ett observationsschema som är skapat utifrån de tankar SPSM har i Värderingsverktyg för tillgänglig utbildning – förskola, skola och fritidshem (2018). Syftet med mitt observationsschema var att kunna registrera om mina observationspunkter förekom och i vilken utsträckning de i så fall användes. Observationsschemat innehöll tre teman/bedömningsområden. De bedömningsområden som användes var fysisk miljö, social miljö och pedagogisk miljö. Under varje område fanns det bedömningspunkter och inom det pedagogiska fanns det tre frågor som hade skattningsskalor som var graderade från hela tiden, oftast, sällan och aldrig. Resultaten visar att den sociala lärmiljön var utformad kring de vuxna. Det fanns aktiviteter som möjliggjorde relationer och skapade gemenskap i klassrummen. Lärarna fick alla att vara delaktiga i den sociala kontexten. Dock saknades det möjligheter för eleverna att interagera med varandra.  Den pedagogiska lärmiljön var till största delen uppbyggd på och kring aktiviteter som främjade delaktigheten. Den sociala och kommunikativa delen fick stort utrymme. Dock saknades det struktur och det fanns brister i att anpassa undervisningen och individanpassat material. Resultaten i den fysiska lärmiljön visar på två olika sidor. Den ena sidan handlar om mindre justeringar och byggnationer som lärare och hantverkare kan åtgärda vilket är gjort i de flesta klassrummen. Den andra sidan visar stora brister som kräver stora ombyggnationer av lokalerna. / The purpose of this study is to contribute with knowledge on how social, pedagogical and physical learning environments in classrooms are designed in schools for persons with an intellectual disability. Based on this purpose the aim is to answer three different questions: How is the social learning environment designed? How is the pedagogical learning environment designed? and How is the physical learning environment designed? The study is based on twelve observations in four classrooms in three different schools. The observations follows an observation schedule based on the thoughts of SPSM in ”Värderingsverktyg för tillgänglig utbildning-förskola, skola och fritidshem” (2018). The purpose of my observation schedule was to observe which, if any, of the tools were used and to what extent. The observation schedule contained three schedules/assessment areas. The assessment areas were physical environment, social environment and pedagogical environment. Each area included assessment points and the pedagogical area contained three questions with rating scales from “all the time”, “often”, “not so often” and “never”.  Results show that the social learning environment is structured around adults. There were activities facilitating relationships and fellowship in the classrooms. All the teachers were able to engage in the social context. However, students lacked opportunities to interact with each other.  The pedagogical learning environment was to a large extent composed of and based around activities that promoted participation. Social interactions and communication figured prominently. There was however a lack of structure, of adapting teaching and provision of personalised teaching material. Results of the physical learning environment is displayed over two pages. One is about possible minor adjustments and additions that teachers and craftsmen could implement, although such adjustments and additions have been implemented in a majority of the classrooms. On a final note, there is one environment that have major shortcomings and that is the physical environment. This environment demands for major reconstructions of school premises.

The aim of this study is to illustrate how drama can be used as a pedagogical tool in compulsory school for pupils with learning disabilities, and the conditions needed for drama to become a meaningful element in teaching. Five qualitative interviews were conducted with teachers with experience of drama in special school teaching. The questions of the study ask what emerges in the teachers´ descriptions regarding the value of, and conditions for, drama in compulsory school for pupils with learning disabilities, and which didactic considerations and choices the teachers give expression to current drama in their own teaching. As a starting point for the study and as an aid in the analysis work, Dillon´s (2009) curriculum theory, sociocultural perspective on learning and Vygotsky´s (1930/1995) theory of imagination and culture have been used. The results, based on an analysis of the teachers´ descriptions, indicate that the teachers see drama as an opportunity for learning through participation in interaction and drama as a mediating tool for learning. The most important prerequisites for drama, according to the teachers, are competence, courage, and commitment on the part of the teacher, as well as support from people around and governing documents. The didactic considerations and choices that the teachers express are about scaffolding in and through drama as well as about drama in the proximal development zone. Based on the results of the study, theory, and previous research, it is concluded that drama has beneficial effects, but risks reduced space in compulsory school for pupils with learning disabilities. It is also concluded that knowledge in drama should be spread among teachers and that more research is needed to strengthen and preserve the place that drama has in compulsory schools for pupils with learning disabilities.

Digital games are a common interest today and research has shown that digital games affect English vocabulary building in a positive way. This study aims to examine the attitudes of teachers in grade four to six towards the use of digital games for vocabulary building in the classroom and how they are used to do that. There is a lack of research about this subject in a Swedish context which is why this study is important. The study used a mixed method approach where online surveys and interviews were conducted with certified English teachers of grade four to six in Sweden. The attitudes of teachers were found to be generally positive towards using digital games to build vocabulary and the most common use of them is to both practice words and phrases the students already know and to teach new words and phrases. However, insufficient time to prepare digital games for use in the classroom seems to be the biggest challenge teachers face when implementing them. The potential digital games have for enhancing vocabulary building and motivating students is why this study is relevant.

This essay will address the introduction of programming as an element in the compulsory school curriculum and examine the extent to which teachers have been affected by the introduction of programming in curriculaand syllabi. The essay is based on two questions: "What difficulties and opportunities have arisen in the teaching after programming was implemented in the syllabus?" and "What forms of pedagogy can teachers use to best support the development of logical thinking, problem solving, creativity and a structured approach through programming skills?". The questions are answered using scientific literature and analysis of previous scientific research. The results of the study are, among other things, that there is a great deal of uncertainty in how programming should be implemented in the students' syllabi, but also how the teachers should feel comfortable in teaching such a new subject when there is a lack of proper training for the teachers. Another conclusion is that the biggest reason for the introduction of programming in schools is to strengthen students' digital skills as society becomes increasingly digital.

The overall aim of this licentiate thesis is to increase knowledge of the special educators’ professional role and work in relation to special educational support for recently arrived immigrant pupils. The need for the study is motivated by the immigrant pupils’ low achievement of goals and schools responsibility to adapt education to each pupil’s needs in a school for all. The first study examines special educators’ role and work in relation to special educational support for recently arrived immigrant pupils and the professional group's view of the reasons for special educational support for these pupils. The results are based on responses in a questionnaire directed to 483 special educators. The results show that the special educators state that the reasons why recently arrived immigrant pupils are in need of special educational support are that the knowledge requirements are too difficult for the pupils to achieve or that the pupils have individual shortcomings. The occupational group's tasks consist of administrative work and the development of learning environments. According to the special educators, most often class and subject teachers and mother tongue tutors provide special educational support. The special educators collaborate to the greatest extent with class and subject teachers and with the pupils, while they want more collaboration with mother tongue tutors. The results of the study are interpreted and discussed based on Abbott's theory (1988) reasoning about professional groups’ claims of jurisdiction, Persson's (1998) categorical and relational perspectives and Hughes' (1958) concept of dirty work. In the second study, free text answers (n = 451) from the questionnaire are examined, where the special educators describe how they and their schools have developed learning environments for recently arrived immigrant pupils in need of special educational support. The free text answers are analyzed using a qualitative content analysis (Hsieh & Shannon, 2005). This analysis is then theorized based on Skrtics´ (1991; 2005) concepts of the school system to interpret obstacles and opportunities in the development of the learning environments. The results show that the development have mainly taken place through general adaptations (one size fits all solutions), language-adapted solutions and special solutions. The analysis based on Skrtics’ concepts shows how the machine and professional bureaucracy can act as an obstacle to the development of learning environments for recently arrived immigrant pupils in need of special educational support. The thesis helps to bring together the results from the two studies. A developed contextualization is made, and the results from the two studies are discussed in relation to previous research and theoretical points of departure. Abbott's (1988) reasoning on claims of jurisdiction and Skrtics’ conceptions of the school system (1991; 2005) are combined to get a deeper understanding of the deadlocks that may exist in the bureaucratic system.

Under de senaste årtiondena har mångkulturalitet och flerspråkighet ökat i skolorna i såväl Sverige som internationellt. Studiens syfte är att identifiera vilka hinder som andraspråkselever frekvent möter i grundskolans matematikundervisning. Utgångspunkt i studien är frågeställningen: Vilka utmaningar och hinder möter andraspråkselever i grundskolans matematikundervisning? För att besvara frågan har vi systematiskt tagit fram, analyserat och sammanställt tidigare forskning. Vår slutsats indikerar att andraspråkselevers situation i klassrummen inte alltid bemöts utifrån de styrdokument skolan och lärarna har att förhålla sig till. Detta beror möjligtvis på att lärarna inte besitter den kompetens som krävs för att bemöta dessa elever, utifrån eventuella språkliga och kulturella hinder. Flertalet forskare konstaterar att den största orsaksfaktorn till att hinder uppstår för andraspråkselever i matematiken, är bristande kunskaper i undervisningsspråket. Vi har emellertid stött på flera forskningsstudier som pekar på olika diskurser samt lärares kompetens och förmåga att anpassa undervisningen, som viktigare faktorer än elevernas språkliga kunskaper. De skilda resultaten tros bero på det faktum att området inte är särskilt väl beforskat. Uppfattningen är att mer forskning behöver utföras kring just de hinder som uppstår och varför. Genom bredare och djupare kunskap om dessa hinder och diskurser, ges lärare större möjlighet att skapa gynnsam språkutvecklande undervisning och en skola för alla. / In recent decades multiculturalism and multilingualism have increased in schools in both Sweden as well as internationally. The purpose of the study is to identify obstacles frequently encountered by second language students, learning mathematics in compulsory school. The study is based on the question: What challenges and obstacles do second language students encounter in compulsory school mathematics. To answer this question, we have conducted systematic searches, analyzed, and compiled previous research. Our conclusion indicates that the second language students' situation in the classroom is not always governed by the regulatory documents that the school and teachers must relate to. It is possible that the teachers do not possess the necessary competence to acknowledge these students' linguistic and/or cultural obstacles in speaking a second language in school education. Most researchers concur that the largest determining factor in hindering second language students in mathematics is a lack of knowledge of the school official language. We have however encountered several research articles that indicate different discourses and teachers’ skills and ability to adapt the teaching, as more key factors than linguistic knowledge itself. The differing opinions are believed to be, since this area is not well researched. The general perception is that more research needs to be conducted concerning these obstacles that emerge and why they emerge at all. Through a broader and deeper understanding about the obstacles and discourses, teachers are given a greater opportunity to establish a favorable language developing education and a school for everyone.

Sammanfattning Studien syftar till att utifrån ett lärarperspektiv belysa elevers inflytande vid undervisning i grundsärskolan. I studien undersöks hur några lärare i grundsärskolan definierar begreppet elev­inflytande, hur lärarna beskriver att de skapar förutsättningar för elevinflytande i sin under­visning samt vilka utmaningar lärarna beskriver att de möter i sitt arbete. Studien har gjorts med en kvalitativ forskningsansats där nio lärare som undervisar i grundsärskolan har intervjuats.  Studiens teoretiska ramverk är Shiers delaktighetsmodell (Shier, 2001). Med utgångspunkt i delaktighets­modellen har fem begrepp använts för att analysera intervjuerna utifrån öppningar, möjligheter, skyldigheter, resurser och utmaningar. Samtliga lärare i studien definierar elevinflytande som att eleven ska ges möjlighet att vara en del av beslutsprocessen för att kunna påverka undervisningen. Knappt hälften av lärarna beskriver denna definition i kombination med att elevinflytande även innebär att bli lyssnad på.   En god relation mellan lärare och elev visar sig vara en framgångsfaktor för elevinflytande i studiens resultat. Förmågor som lärarna behöver besitta är viljan till lyhördhet, öppenhet samt att visa tillit till elevens förmåga. En viktig del i lärarnas beskrivning av arbetet för elev­inflytande är att varje elev blir lyssnad till, även om hen inte alltid får sin vilja igenom. Elevernas bristande kommunikativa och kognitiva färdigheter ses som en tydlig utmaning för elev­inflytande. Den individuella elevens förutsättningar till inflytande beror helt på lärarens förmåga att tolka dess intentioner. Resultatet synliggör behovet av stödstrukturer exempelvis bildstöd som en förutsättning för elevens möjligheter att kunna göra aktiva val och delta i demokratiska processer. Organisatoriska faktorer såsom skolans lokaler och personaltillgång framträder i resultatet som viktiga förutsättningar för hur lärarna kan få elevinflytande att komma till stånd. Undermåliga förutsättningar gällande dessa faktorer leder istället till utmaningar för lärarna samt begränsar elevinflytande. / Abstract The study aims to highlight, from a teacher's perspective, the influence students may have on teaching practice in compulsory school for students with intellectual disability (ID). Moreover the study examines how teachers in  compulsory school for students with ID define the concept of student influence, the teachers’ descriptions of how they create conditions for students to influence their teaching practice, and what challenges the teachers define in this area of work. The study has been accomplished through a qualitative research approach where nine teachers teaching in compulsory school for students with ID have been interviewed.  The study's theoretical framework is based on Shier's participation model (Shier, 2001). Based on the participation model, the following five concepts have been used to analyse the interviews; openings, opportunities, obligations, resources, and challenges. All teachers in the study define student influence primarily based on a description where the student must be given the opportunity to actively be part of decision-making in order to influence teaching practice. Less than half of  teachers' definitions also describe a combination of being given the opportunity to be able to influence via participation in decision-making processes, as well as a student influence that incorporates being listened to and actively being asked for their opinion. The study shows that a good relationship between teacher and student is a vital factor for successful student influence. Abilities that teachers need to possess are perceptiveness, openness, and the capacity to show confidence in the student's own ability. An important part of the teachers' description of laying the ground for positive student influence is that each student is listened to, even if they do not always get their way. Student lack of communicative and cognitive skill is described as a clear challenge for student influencing ability. Subsequently, the individual student's potential for influence depends on the teacher's ability to interpret their intentions. It becomes visible in the results how important different support structures, such as image support and/or word support, constitute a prerequisite for the student's ability to make active choices and participate in democratic processes. Organisational factors such as the school's premises and staff availability are prominent in the results as important factors for how teachers can stimulate student influence. Poor conditions regarding these factors, on the other hand, lead to challenges for teachers and limit student influence.