<p>Many researches have been done about the difficulties in teaching children with disabilities and like in this case dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression “school for all” and it’s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94. The result from my research on this Swedish school in Stockholm region is that they have a somewhat impossible goal to achieve, if the School system wants to be a “school for all” and at the same time fulfil their obligations in Lpo94 about an inclusive education and at the same time notice and offer alternative education to the ordinary if necessary.</p>

<p>Many students in the Swedish and Norwegian compulsory school do not have quali­fi­cation to search for further education. There is a large part of those pupils who have a different native language than the country’s majority language. These students’ possi­bi­lities to a fair and equal education is regulated in national laws and regulations of school activity, the so-called governing documents.</p><p> </p><p>The purpose of this study is to compare Norwegian and Swedish governing docu­ments regarding education for pupils with another native language. The comparison also app­lies to the requirements that each country has for the students who are looking to the Swedish upper secondary school, and its counterpart in Norway, “den videre­gående skolen”.</p><p> </p><p>It is possible to see some similarities in the design of the governing documents and the school as an institution. However, there are some differences in the content of teaching and the document that governs this. The Norwegian school and Norwegian governing documents put more focus on the Norwegian language, while the Swedish school system and Swedish governing documents have a more generous attitude towards the native language.</p> / <p>Många elever i svenska och norska grundskolan har inte behörighet att söka till vidare utbildning. Det är en stor andel av dessa elever som har ett annat modersmål än landets majoritetsspråk. Dessa elevers möjligheter till en rättvis och likvärdig utbildning finns reglerade i ländernas lagar och regler för skolverksamheten, de så kallade styr­doku­menten.</p><p> </p><p>Syftet med denna undersökning är att jämföra norska och svenska styrdokument an­gående undervisningen för elever som har annat modersmål. Jämförelsen gäller även vilka krav respektive land har för de elever som söker till den svenska gymnasie­skolan, och dess motsvarighet i Norge, ”den videregående skolen”.</p><p> </p><p>Det går att se vissa likheter i utformningen av styrdokumenten och grundskolan som in­stitution. Däremot finns en del skillnader när det gäller innehållet i undervisningen och de dokument som styr denna. Den norska skolan och de norska styrdokumenten lägger mera fokus på det norska språket, medan den svenska skolan och de svenska styr­dokumenten har en generösare attityd till modersmålet.</p>

Many students in the Swedish and Norwegian compulsory school do not have quali­fi­cation to search for further education. There is a large part of those pupils who have a different native language than the country’s majority language. These students’ possi­bi­lities to a fair and equal education is regulated in national laws and regulations of school activity, the so-called governing documents.   The purpose of this study is to compare Norwegian and Swedish governing docu­ments regarding education for pupils with another native language. The comparison also app­lies to the requirements that each country has for the students who are looking to the Swedish upper secondary school, and its counterpart in Norway, “den videre­gående skolen”.   It is possible to see some similarities in the design of the governing documents and the school as an institution. However, there are some differences in the content of teaching and the document that governs this. The Norwegian school and Norwegian governing documents put more focus on the Norwegian language, while the Swedish school system and Swedish governing documents have a more generous attitude towards the native language. / Många elever i svenska och norska grundskolan har inte behörighet att söka till vidare utbildning. Det är en stor andel av dessa elever som har ett annat modersmål än landets majoritetsspråk. Dessa elevers möjligheter till en rättvis och likvärdig utbildning finns reglerade i ländernas lagar och regler för skolverksamheten, de så kallade styr­doku­menten.   Syftet med denna undersökning är att jämföra norska och svenska styrdokument an­gående undervisningen för elever som har annat modersmål. Jämförelsen gäller även vilka krav respektive land har för de elever som söker till den svenska gymnasie­skolan, och dess motsvarighet i Norge, ”den videregående skolen”.   Det går att se vissa likheter i utformningen av styrdokumenten och grundskolan som in­stitution. Däremot finns en del skillnader när det gäller innehållet i undervisningen och de dokument som styr denna. Den norska skolan och de norska styrdokumenten lägger mera fokus på det norska språket, medan den svenska skolan och de svenska styr­dokumenten har en generösare attityd till modersmålet.

Many researches have been done about the difficulties in teaching children with disabilities and like in this case dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression “school for all” and it’s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94. The result from my research on this Swedish school in Stockholm region is that they have a somewhat impossible goal to achieve, if the School system wants to be a “school for all” and at the same time fulfil their obligations in Lpo94 about an inclusive education and at the same time notice and offer alternative education to the ordinary if necessary.

This report describes a comparative study about reading- and writing development in “A-towns school” in The Gambia and in “Villaskolan” in Sweden. The purpose of this study is to compare two teachers in Sweden with two teachers and two volunteers from the school in Gambia, with focus on their thoughts and methods on teaching reading and writing at each school and in their social context. The aim is also to observe and describe how classroom environment at both schools can encourage students to read and write. The theoretical base of this study is rooted in a sociocultural perspective but I have also chosen to illuminate behaviorism and cognitivism. The study is qualitative and the main research methods are interviews and observations of the classrooms. My conclusions are, even though considerable differences in approach and conditions, teachers in both schools work hard and show dedication towards their students. Another finding is that teachers use different techniques and working methods to achieve the same goal -to teach their students to read and write based on what is required of them in their cultural and social context. The different ways of teaching have been caused by the existence of different perceived needs based on culture and tradition. One conclusion is also that read and write requirements for students in the Gambia and Sweden are different from each other. In Sweden there is clearly a higher demand for more advanced reading - and writing skills while one person in the Gambia is perceived to be able to read and write if he/she can handle basic administrative tasks.

The purpose of this study was to to examine what teachers think about visual art and how the learning process in this subject does look like. To answer these issues, I made interviews with five teachers of visual art from different schools, and I examined several examples of pupils’ artworks. The stories of the teachers were analyzed in relation to governing documents and with assumptions from sociocultural theory, postmodernism and pedagogical - aesthetic research as theoretical point of view. By the qualitative interview method, the observations of the pupil’s artworks, and by the analysis of the interviews with the teachers, I have come to the conclusion that teachers think differently about art but they try to keep themselves in line with the national governing documents. Its affects aspects of disciplines, styles, techniques and medium that is exemplified by the pupil’s art works, and it points out similarities and differences between the pupil’s art works and between the teachers when teaching visual art.

The purpose of my study is to gain insight into how the education system (particularly social studies) is morally-minded based on the governing documents, former students and a textbook. I wanted to find out what morally-minded means and if it has a big role in social studies. Through interviews with former high school students (when my thesis is aimed at high school) I wanted to find out how they felt their social studies were educational and which the values that they had taken on from the lessons. I also chose to analyze a textbook to get a broader understanding of how the morally-minded education is written in specific areas relating to social studies. My study is a qualitative study and what I came up with is that the former students consider their social studies teaching lacked to some degree when it came to the morally-minded education.   My investigation concludes that the morally-minded education is important in social studies as the purpose of social studies is to promote active democratic citizens. In the curriculum for social studies, there is also a considerable scope for knowledge that is educational for the students. Although the former students feel that they lack the morally-minded educational part of social studies they agreed with the guidelines which values that is important.

Detta arbete handlar om ämnet informations- och kommunikationsteknik (IKT) i förskolans verksamhet. Styrdokumenten har nyligen reviderats och arbetet med det digitala i förskolan har förtydligats. Det är av största vikt att alla som arbetar i förskola utvecklar sin förståelse och kunskap av digitalisering, för att kunna se vilka möjligheter och utmaningar det innebär. Syftet med denna studie var att undersöka hur kunskapen kring IKT ser ut i förskolan utifrån förskollärares perspektiv. För att undersöka detta har data samlats in med hjälp av en webbenkät där 41 förskollärare deltog. Resultatet visar att förskollärare är positiva till att arbeta med IKT men de upplever att det finns en tvivelaktig och kritisk syn på IKT som ämne. Förskollärarna redogör för vilka möjligheter de ser med IKT och hur de kan bidra till att barn utvecklar digital kompetens. Samtidigt vittnar de om en brist på kunskap hos kollegor samt avsaknad av engagemang från ledning och kommun. Studien synliggör att förskollärare förväntar sig att styrdokumentens nya riktlinjer kommer att ge stöd och motivation att arbeta med IKT. Slutligen diskuteras vilka förutsättningar förskollärare behöver för att följa sitt uppdrag och för att kunna integrera IKT i undervisningen.

This study is about teachers in socially oriented subjects and their attitudes and experiences regarding working with controversial issues in teaching. Previous research has shown that there are shortcomings and major challenges in handling controversial subjects in the classroom. Therefore, I chose to investigate this by interviewing eight subject teachers in socially oriented subjects. The purpose of the study was to examine different teachers' work with controversial issues and their experiences of opportunities and challenges respectively in teaching controversial subjects. After conducting a qualitative interview study with eight teachers, the results were consistent with previous research. The results of the study indicate a lack of time and challenges associated with working on controversial issues, as they are difficult to handle and can lead to conflicts and disruptions in the classroom. Consequently, some teachers choose not to teach about controversial issues. However, on the other hand, the results of the study show that there were teachers who encouraged working with controversial issues as they considered it important to socialize students into society by addressing controversial topics. They believed that by doing so, students develop into democratic citizens with political tolerance. Another interesting finding from the interview study is that certain schools as a whole choose not to work with controversial issues to avoid negative consequences. This is interesting because other schools in the study, for example, those with UN profiles, focus on challenging students with controversial issues to develop them into democratic citizens of society. One can therefore conclude that working with controversial issues is a task that must involve the entire school, not just the teacher, as it requires efforts from management, colleagues, teachers, and students. Thus, in schools where only the teacher is responsible for addressing controversial issues without support from management or colleagues, it may lead to a reduction in teaching on controversial subjects.

In my essay, I start from an event in my workplace that I experience stressful and mentally stressful for both children and educators, where a child who needs extensive adjustments cannot receive it satisfactorily. Through my many years of knowledge and experience with work in preschool and school, I see how the work situation has changed and how it affects us who are in it. Administrative work is increased through documentation, reflection and analysis of the business. The child groups are growing steadily while the staff density is unchanged. Temporary absence is reduced, and we can resolve the situation ourselves by changing our working hours. I am critical of how the working environment has become for us staying in the preschool's premises. According to the school law, education must be equal and consider and be adapted to the different conditions and needs of children. How is it when we work inclusive without getting resources for it? Through scientific literature and steering documents, I reflect and explore how we are affected by the situations we end up in, both the individual child, the child group and the work team. What scope I have as a preschool teacher in the guidelines mentioned in the preschool curriculum and how / if we can meet the goals based on these premises. In the paper, I highlight that lack of higher-level organization is the big problem and I investigate what responsibilities the principals and higher executives have and how it ultimately affects us. I also reflect on whether, in my eagerness to be solution oriented, I am contributing to the fact that there is no change and the prevailing culture of silence that exists.