<p>Anna Maria Lenngren (1754-1817) is known as one of <em>Stockholms Posten’s</em> sharpest satirists. Over the years many literature researchers have based their analysis and interpretations on biographical facts. This means that we miss important parts of her authorship, as she almost exceptionally has been writing role-poems. In a role-poem, the author takes a role as a fictitious narrative subject and/or another poem character. This means that the narrator's, or other subject’s opinion does not have to coincide with the real author’s. At the same time, it is important to be open to the possibility that a text in addition to a narrator, may be under the influence of an implied author. This becomes particularly clear in texts that seem to express an opinion that goes against the narrator's own. In this thesis I will show, that in order to understand Lenngren’s poems it is crucial to be aware of various narrative techniques.</p><p>I have tried to bring some of Lenngren’s poems into dialogue with each other, which is rewarding, since many themes, narrative subjects and characters are recurrent. This, combined with the awareness of diverse narrative techniques, makes it possible to see Lenngren’s works in a new light. I have mainly focused on the poems concerning young women, and those involving female writers. My analysis shows that the young girl’s reality seems to be in a cage – a cage that sometimes protects her from losing her innocence, and sometimes causes the opposite.  By drawing parallels between Lenngren's different poems, we can also imagine her way of thinking when it comes to women’s writing.  In some poems the narrative subject defends women's right to write, while other poems describe the reality that female writers in Lenngren's contemporaries had to face.</p>

Anna Maria Lenngren (1754-1817) is known as one of Stockholms Posten’s sharpest satirists. Over the years many literature researchers have based their analysis and interpretations on biographical facts. This means that we miss important parts of her authorship, as she almost exceptionally has been writing role-poems. In a role-poem, the author takes a role as a fictitious narrative subject and/or another poem character. This means that the narrator's, or other subject’s opinion does not have to coincide with the real author’s. At the same time, it is important to be open to the possibility that a text in addition to a narrator, may be under the influence of an implied author. This becomes particularly clear in texts that seem to express an opinion that goes against the narrator's own. In this thesis I will show, that in order to understand Lenngren’s poems it is crucial to be aware of various narrative techniques. I have tried to bring some of Lenngren’s poems into dialogue with each other, which is rewarding, since many themes, narrative subjects and characters are recurrent. This, combined with the awareness of diverse narrative techniques, makes it possible to see Lenngren’s works in a new light. I have mainly focused on the poems concerning young women, and those involving female writers. My analysis shows that the young girl’s reality seems to be in a cage – a cage that sometimes protects her from losing her innocence, and sometimes causes the opposite.  By drawing parallels between Lenngren's different poems, we can also imagine her way of thinking when it comes to women’s writing.  In some poems the narrative subject defends women's right to write, while other poems describe the reality that female writers in Lenngren's contemporaries had to face.

Denna studie undersöker hur elever i Särskilda Utbildningsbehov i Matematik (SUM) upplever problemlösning i grupp i matematik samt hur de agerar i praktiken vid sådana tillfällen. Med fördjupad kunskap kring ämnet är ambitionen att på ett gynnsamt sätt organisera den specialpedagogiska undervisningen så att SUM-elever blir delaktiga vid problemlösningssituationer i den ordinarie undervisningen. Studien har en kvalitativ ansats där observationer och intervjuer med tre SUM-elever från år 3 har genomförts. Till grund för analysen har studiens teoretiska begrepp kommunikation och delaktighet funnits.   Resultatet visar att eleverna upplever att de är delaktiga i gruppen och att de alla på något sätt är aktiva i arbetet med uppgiften. Ett inkluderande förhållningssätt visade sig spela roll för hur eleverna valde att delta och kommunicera i respektive grupper. Vid observationerna blev det synligt att inkludering ur ett didaktiskt perspektiv är viktigt för att få eleverna att känna att de klarar av uppgiften samt att de kan bidra med något i gruppen. Dock blir det tydligt i vissa fall att det i kommunikationen eleverna emellan används tillvägagångssätt som är inövade utan förståelse vilket leder till att de inte har någon kontroll över arbetet att lösa uppgiften. Några elever framför samtidigt i intervjuerna hur deras låga tilltro till sin egna matematiska förmåga kring att lösa problem gör att de hellre arbetar i grupp. / This study examines students in Special needs Education in Mathematics (SEM) experience of problem solving in groups in mathematics. The studie also investigates how the students act in practice in problem solving situations. The overall aim of the study is to reach in-depth knowledge about the subject which would be a good help in organizing the special education work with SEM-pupils and problem solving in a successful way. The study has a qualitative approach, where observations and interviews with three SEM pupils from lower primary school (grade 3) in Sweden has formed the empirical material in the study. The theoretical concepts communication and participation are the foundation of analysis.   The result show that an inclusive approach seems to be important in how the pupils chose to communicate and participate, meaning that the students in SEM are in mixed ability groups when working with problem solving. The pupils experienced that they participated in the groups and all of them were at some degree active in the problem solving task and they expressed that they liked problem solving. The didactic perspective is very important to make pupils feel that they are up to the task and that they can contribute to the group. However, it`s clear in some of the cases that problem solving is practiced with strategies but without understanding. Some of the pupils talks about their bad confidence in their mathematical ability and therefore they prefer working with problem solving in groups.

Sammanfattning/AbstractEriksson, Cristina (2022). Speciallärare med specialisering språk-, skriv- och läsutveckling -en kollega med lite fler verktyg i sin verktygslåda. Specialpedagogprogrammet, Institutionenför skolutveckling och ledarskap, Lärande och samhälle, Malmö Universitet, 90 hp.Förväntat kunskapsbidragDenna studie belyser vikten av pedagogiska samtal och kollegialt lärande. Genom att synliggörainformanternas bild av uppdraget för speciallärare med inriktning språk-, skriv- ochläsutveckling och deras uppfattningar utifrån inkludering, anpassningar och elevers skiftandebehov förväntas studien bidra med förutsättningar för ett gynnsamt och språkutvecklandesamarbete mellan lärare och speciallärare utifrån ett relationellt perspektiv.Syfte och frågeställningarStudien belyser några lärares uppfattningar vad gäller uppdraget för en speciallärare medinriktning språk-, skriv- och läsutveckling och hur de tänker att en sådan kan utveckla ochfördjupa arbetet i verksamheten. Följande preciserade frågeställningar har formulerats för attbehandla studiens syfte:• Hur uppfattas en speciallärare kunna bidra till och komplettera det språkinriktadearbetet i verksamheten?• Vilka uppfattningar gällande inkludering, särskilda anpassningar och elever ibehov av särskilt stöd framträder hos respondenterna?TeoriStudiens teoretiska ramverk grundar sig i systemteoretiskt perspektiv, närmare bestämtBronfenbrenners ekologiska systemteori. Bronfenbrenner (1979), framhåller att elevers lärandeär beroende av omgivningen och argumenterar för att det är viktigt att se barnets utveckling irelation till de olika system som barnet är en del av. Den utvecklingsekologiska modellen bestårav fyra strukturer som Bronfenbrenner benämner mikro-, meso-, exo- och makrosystemet. I