Den svenska skolan är ett av få områden som rör hela landets medborgare på ett påtagligt sätt. Pisaundersökningarna som gjordes 2006-2012 signalerade att allt inte stod rätt till med den svenska skolan. De visade på en för elevernas del negativ trend i ämnena matematik, språk och naturvetenskap. Under samma tidsperiod kom en mängd olika reformer som alla syftade till att öka den svenska skolans kvalitet beträffande kunskap och kompensatorisk förmåga. Studien skall undersöka hur skolans kompensatoriska uppdrag kommer till uttryck i två av de reformer som lanserades under denna tid. De reformer som undersöks är: det individuella valet och lärlingsprogrammet. Den metod som använts är kvalitativ textanalys som sedan har belysts utifrån Pierre Bourdieus teori om hur social, kulturellt, ekonomiskt kapital påverkas av det habitus som individen har erhållit. Studien har använt Pisaundersöknar som gjordes mellan 2006-2012 som bakgrund. Studien har därefter undersökt de två reformerna. En av studiens viktigaste slutsatser var att de undersökta reformerna har haft svårt att leva upp till skollagens mål; att skolan skall vara en institution som kompenserar eleven för skillnader i barnens/ungdomarnas behov för att tillgodogöra sig en likvärdig utbildning, det som brukar kalls det kompensatoriska uppdraget. Studien tyder även på att det kulturella och sociala kapitalet ärvs i den mening att det till övervägande del är barn till lågutbildade som inte klarar av att erhålla examina från någon av de undersökta reformerna.

The purpose of this study is to highlight some teachers’ perceptions of participation and influence for students at the individual program, in special needs upper secondary school. The three questions that has been used to deepen and clarify the aim of the study is; what expression and communication possibilities do students have according to the teachers? What strategies do the teachers have concerning making awareness of the curriculum goals for the student to increase their possibility for influence and participation? And what strategies do the teachers have concerning to strengthen the students possibilities for participation and influence and what level of participation do the students have according the teachers? The method that has been used in this study is qualitative interview and four respondents that work at the individual program, in Special Needs upper secondary school has been interviewed. Shiers (2001) five participation levels has been used as theoretical basis in the study. The result of the study shows that students at the individual program, in special needs upper secondary school has big difficulties whit being actively participated and to  exert influence, as they lack well-developed communication abilities. The strategies the teachers have to increase the students’ participation and influence, describes by the respondents as easy choices and informal decision- making, and the level of participation that the students have, describes as developable.  The result however shows that the they reach the minimum limit in Shiers participation levels and therefore also reaches the level that nations that have signed ´the UN Convention of Rights of the Child, must achieve. There were no major contradictions in the study’s research field and together with the result it shows a relative consistent in that young people in need of special aid do not have participation and influence at the level as other children their age. This study shows a great relevance for the profession of special teachers, as it shows that the students’ early need to be identified to increase their possibilities for communication, participation which leads to greater influence. / Syftet med denna studie är att belysa några lärares uppfattningar om delaktighet och inflytande för elever på gymnasiesärskolans individuella program. De tre frågeställningar som använts för att fördjupa och tydliggöra syftet är; Vilka uttrycks- och kommunikationsmöjligheter har eleverna enligt lärarna? Vilka strategier har lärarna i arbetet med att medvetandegöra läro- och kursplanemål för att öka elevernas nivå av delaktighet och inflytande? Och vilka strategier har lärarna i arbetet med att stärka eleverna möjlighet till delaktighet och inflytande och vilken nivå av delaktighet har eleverna enligt lärarna? Metoden som använts i studien är kvalitativ intervju och fyra respondenter som arbetar inom gymnasiesärskolans individuella program har intervjuats. Shiers (2001) fem delaktighetsnivåer har använts som teoretisk utgångspunkt i studien. Studiens resultat visar att elever på gymnasiesärskolans individuella program har stora svårigheter med att aktivt vara delaktiga och utöva inflytande då de i stor utsträckning saknar välutvecklade kommunikationsmöjligheter. De strategier lärarna har för att öka elevernas delaktighet och inflytande beskrivs av respondenterna som enklare val och informella beslut och den nivå av delaktighet eleverna har, beskrivs som utvecklingsbar. Dock visade resultatet att de nådde upp till minimigränsen i Shiers (2001) delaktighetsmodell och därför även når upp till den nivå som bör nås för de länder som signerat Barnkonventionen. Det framkom inga större motstridigheter i studiens forskningsfält och tillsammans med resultatet visar det på en relativ samstämmighet i att unga i behov av stöd inte har delaktighet och möjlighet till inflytande i samma utsträckning som andra unga i samma ålder. Denna studie visar dock på en stor relevans för specialläraryrket då den visar på att eleverna behöver kartläggas tidigt för att rätt stöd och metoder ska sättas in för att öka deras möjligheter till kommunikation, delaktighet och därmed ökat inflytande.

<p>Our work is based on a mathematics test which the students accomplished, interviews with student and teachers who are working on this program and the current literatures. The purposes of this work are to search the importance and the effect of the languages understanding in students learning of mathematic in the Individual high school curriculum. In total, sex students and three teachers took part in our study. Tow of the students is mother tongue language student and the remains are second language student. Our study should answer tow important questions:</p><p>• Do the student in the Individual high school curriculum have the fundamental knowledge in mathematic?</p><p><em><strong></strong></em></p><p>• How does the understanding of Swedish language effect in the understanding of the mathematic problems and in the students results in mathematic test?</p><p><em><strong></strong></em></p><p>In order to answer those questions, the students have to complete a mathematic test that consists of four parts. To answer the first questions the student must finish the first three parts of the test. It is about how to calculate addition, subtraction, multiplication and divisions problems and to account number in decimal and break shape. The mother tongue language student passed the test with excellence degree and they refused doing the fourth part. It was voluntary to participate and for this we couldn’t change there mind. Two students didn’t pass this test and they can not complete the fourth part. From the interviews we know that they have problem with concentration, they have ADHD (Attention deficit hyperactivity Disorder) and DAMP. For this they didn’t participate in the forth part. </p><p>Just two students finished the fourth part and they passed it with good degree. To analyse the difference in the test results between the students, we make some interviews with teachers and students in the IV program. From the final results of the test and interviews, we realized that the second language students’ difficulties are depended on the defect in the vocabulary in Swedish language, defect in understanding of concepts and expressions and some others factors which can effect in students learning.</p>

Our work is based on a mathematics test which the students accomplished, interviews with student and teachers who are working on this program and the current literatures. The purposes of this work are to search the importance and the effect of the languages understanding in students learning of mathematic in the Individual high school curriculum. In total, sex students and three teachers took part in our study. Tow of the students is mother tongue language student and the remains are second language student. Our study should answer tow important questions: • Do the student in the Individual high school curriculum have the fundamental knowledge in mathematic? • How does the understanding of Swedish language effect in the understanding of the mathematic problems and in the students results in mathematic test? In order to answer those questions, the students have to complete a mathematic test that consists of four parts. To answer the first questions the student must finish the first three parts of the test. It is about how to calculate addition, subtraction, multiplication and divisions problems and to account number in decimal and break shape. The mother tongue language student passed the test with excellence degree and they refused doing the fourth part. It was voluntary to participate and for this we couldn’t change there mind. Two students didn’t pass this test and they can not complete the fourth part. From the interviews we know that they have problem with concentration, they have ADHD (Attention deficit hyperactivity Disorder) and DAMP. For this they didn’t participate in the forth part.  Just two students finished the fourth part and they passed it with good degree. To analyse the difference in the test results between the students, we make some interviews with teachers and students in the IV program. From the final results of the test and interviews, we realized that the second language students’ difficulties are depended on the defect in the vocabulary in Swedish language, defect in understanding of concepts and expressions and some others factors which can effect in students learning.