According to Swedish school policy documents, every teacher’s assignment is to individually adapt the education to meet every student’s needs. There are no exact guidelines about how to make these adaptations. The purpose of this study is to investigate how six teachers interpret the policy documents and how they, according to themselves, work to achieve this. This study is built on six interviews with teachers who work with children in the ages from seven to ten. The theoretical perspectives of this study are based on John Dewey’s thoughts regarding every human being having different needs and the importance of meeting those needs. The other perspective is Lev Vygotskij’s zone of proximal development which means that learning is done by being helped by someone who has greater knowledge. The conclusions of this study are that the teachers all think that it is important to adapt the education to every individual. Some of the teachers give their students the same assignments, but give them different amounts of time to finish them. Other teachers expect different results depending on the student’s prerequisites. All of the teachers find it difficult to adapt the education to every student since there are no guidelines about how to do it.

Musical interpretation is, despite being commonly discussed in practice, an under researchedarea. Additionally, most of the studies we have, concentrate on western classical piano players.The aim of this thesis is to contribute another perspective and investigate how tertiarypercussion students and teachers understand musical interpretation. The study is based on eightinterviews with three teachers and five students from different Swedish music colleges. Ianalysed the interviews using a hermeneutic-phenomenological approach and found five broadthemes: the first comprising the definitions of interpretation, second encompassing theprocesses it that interpretation consists of, the third listing the needed skillset, the fourthillustrating the perceived freedom of expression and the last, covering the teaching and learningof musical interpretation. The findings are in many ways line with previous research, but someinteresting differences arise. Participants see interpretation as a multifaceted process that ishighly contextual, personal, and ongoing. Interpretation includes co-creative aspects withcomposers, fellow musicians, and audience. They apply many different methods to facilitatethe process of interpretation. In order to develop interpretational skills, students require asupportive and secure environment. They believe professors should provide guidance throughdifferent approaches ranging from strict guidelines and opinions to discussion and fosteringautonomy and self-confidence

Digital technology has made great progress in a relatively short time, which has led to new needs emerging to take advantage of the opportunities provided thanks to the digitization of society. The digital progress has resulted in teaching conditions being changed. The curriculum standards that all pupils should have equal opportunities to be good democratic citizens, demand today that digital competence needs to be provided to pupils. In the revised curriculum for the subject of mathematics it is written that mathematical activities must be linked to digital progress. It also says in the aim of the subject that teaching should give pupils the opportunities to develope knowledge of using digital tools. The result of the study states that the pupils´digital competence is of great significance for their development in mathematics when using digital tools and digital learning recources. The result also shows that one needs to compensate for pupils´previous knowledge regarding digital competence. / Den digitala tekniken har på relativt kort tid gjort stora framsteg, det har lett till att det uppstått nya behov för att ta tillvara på de möjligheter som ges tack vare samhällets digitalisering. Den digitala utvecklingen har gjort att förutsättningarna för undervisning har förändrats. Läroplanskravet att alla elever ska få likvärdiga förutsättningar att vara fullvärdiga demokratiska medborgare gör att lärare idag behöver ge eleverna en digital kompetens. I den reviderade läroplanen för ämnet matematik står det att de matematiska aktiviteterna ska vara kopplade till den digitala utvecklingen. Det står också i ämnets syfte att undervisningen ska utveckla kunskaper i användandet av digitala verktyg. Resultatet av studien visar att elevernas digitala kompetens har stor betydelse för deras utveckling i matematiken vid användandet av digitala verktyg och digitala lärresurser. Resultatet visar även att lärare behöver kompensera för elevers olika förkunskaper gällande digital kompetens.

Läroplan för det obligatoriska skolväsendet, fritidshemmet och förskoleklassen, (Lpo94) är tydlig i sin definition att en individanpassad undervisning ska tillämpas i skolan och att undervisningen ska utgå från den enskilde elevens behov. Då forskning pekar på att definitionen och innebörden av begreppet behov inte är tydlig fann vi det intressant att undersöka hur lärare definierar innebörden av begreppet individanpassad undervisning i år 1 med särskilt fokus på aspekten elevers behov. För att studera verksamma lärares resonemang kring detta valdes en kvalitativ metod med intervjuer som hjälpmedel för att samla in data. Det insamlade materialet har analyserats och därefter diskuterats med referens till forskning inom området. Resultatet visar att individanpassad undervisning ses som en förutsättningsfråga. Identifieringen av enskilda elevers behov är det som uppfattas ligga till grund för hur undervisningen ska individanpassas. Svårigheten ligger i att det inte alltid är enkelt att identifiera behoven. Det framkom i resultatet att möjligheten att individanpassa grundar sig i tillgången på resurser samt skolämnets karaktär. Resultatet visar även att åldersintegrerade klasser är en fördel med tanke på tillgången på resurser, då samarbete i arbetslag lättare möjliggör en individanpassad undervisning. / Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre (Lpo 94) is clear in its definition that individualized tuition shall be applied in the school and that the tuition shall come from the individual pupil’s needs. Since research emphasizes that the definition and meaning of the term needs is not clear we found it interesting to research how teachers define the meaning of the term individualized tuition in school year 1 with special focus on the aspect of pupils’ needs. In order to study active teachers’ reasoning and dictums regarding this we chose a qualitative method with interviews as aid to gather data. The collected material has been analyzed and subsequently discussed with reference to research within the area. The result shows that individualized tuition is regarded as a question of conditions. The identification of individual pupils’ needs is what is perceived to be the basis of how the education should be individualized. The difficulty lies in that it is not always easy to identify the needs. The result showed that the possibility to individualize bases itself in the access of resources and the school subject’s nature. The result also show that age integrated classes is an advantage considering the access of resources, since cooperation between coworkers makes it easier to enable individualized tuition.

<p>Läroplan för det obligatoriska skolväsendet, fritidshemmet och förskoleklassen, (Lpo94) är tydlig i sin definition att en individanpassad undervisning ska tillämpas i skolan och att undervisningen ska utgå från den enskilde elevens behov. Då forskning pekar på att definitionen och innebörden av begreppet behov inte är tydlig fann vi det intressant att undersöka hur lärare definierar innebörden av begreppet individanpassad undervisning i år 1 med särskilt fokus på aspekten elevers behov. För att studera verksamma lärares resonemang kring detta valdes en kvalitativ metod med intervjuer som hjälpmedel för att samla in data. Det insamlade materialet har analyserats och därefter diskuterats med referens till forskning inom området. Resultatet visar att individanpassad undervisning ses som en förutsättningsfråga. Identifieringen av enskilda elevers behov är det som uppfattas ligga till grund för hur undervisningen ska individanpassas. Svårigheten ligger i att det inte alltid är enkelt att identifiera behoven. Det framkom i resultatet att möjligheten att individanpassa grundar sig i tillgången på resurser samt skolämnets karaktär. Resultatet visar även att åldersintegrerade klasser är en fördel med tanke på tillgången på resurser, då samarbete i arbetslag lättare möjliggör en individanpassad undervisning.</p> / <p>Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre (Lpo 94) is clear in its definition that individualized tuition shall be applied in the school and that the tuition shall come from the individual pupil’s needs. Since research emphasizes that the definition and meaning of the term needs is not clear we found it interesting to research how teachers define the meaning of the term individualized tuition in school year 1 with special focus on the aspect of pupils’ needs. In order to study active teachers’ reasoning and dictums regarding this we chose a qualitative method with interviews as aid to gather data. The collected material has been analyzed and subsequently discussed with reference to research within the area. The result shows that individualized tuition is regarded as a question of conditions. The identification of individual pupils’ needs is what is perceived to be the basis of how the education should be individualized. The difficulty lies in that it is not always easy to identify the needs. The result showed that the possibility to individualize bases itself in the access of resources and the school subject’s nature. The result also show that age integrated classes is an advantage considering the access of resources, since cooperation between coworkers makes it easier to enable individualized tuition.</p>