Denna studie fokuserar på anpassningen av svenskundervisningen för en mångfald av elever och utforskar utmaningar och strategier för att främja en inkluderande lärandemiljö. Trots ökad medvetenhet om differentierad undervisning, kvarstår utmaningar i att anpassa svenskundervisningen för elever med olika behov och förutsättningar Syftet med studien är att belysa hur pedagogers förhållningssätt och arbetssätt kan främja en gynnsam lärandemiljö för att stödja en mångfald av elever. En systematisk litteratursökning genomfördes för att sammanställa och analysera vetenskapliga artiklar relaterade till ämnet. Inkluderade artiklar granskades noggrant för att extrahera relevant information. Studien baseras på en analys av forskningsartiklar och litteratur som behandlar ämnet: anpassning av svenskundervisningen för elever med olika behov och förutsättningar. Resultaten visar på utmaningar såsom attityder och föreställningar, åtskilda planeringar, bristande anpassningar och otillräckliga resurser som kan påverka anpassningen av svenskundervisningen för en mångfald av elever. Genom att identifiera och förstå samsyn och samråd, hur undervisningen kan varieras och hur anpassningar tillämpas, kan lärare arbeta mot att skapa en mer inkluderande och effektiv lärandemiljö för alla elever.

Studien "Distansundervisningens bidrag till undervisning i Idrott och Hälsa: en studie om lärares erfarenheter av pandemin" syftar till att undersöka lärares erfarenheter av distansundervisning och undervisning i skolan på grundskolor under coronapandemin. Målet med studien är att undersöka vilka undervisningsområden inom Idrott och Hälsa som har påverkats av den plötsliga anpassningen till distansundervisning under coronapandemin, samt identifiera vilka förändringar lärare tänker sig kunna behålla från distansundervisning under coronapandemin i den dagliga undervisningen. Baserad på en webenkät som inkluderar 26 respondenter som jobbade inom grundskolan under coronapandemin och med hjälp av mixed-metod analys, visar studien att digitala resurser som mer specifikt relateras till de teoretiska momenten kan behållas för undervisning i skolan efter pandemin. / The study " The contribution of distance teaching to the teaching of Sports and Health: a study on teachers' experiences of the pandemic " aims to examine teachers' experiences of distance learning and teaching at school in primary schools during the corona pandemic. The goal of the study is to highlight which teaching areas in Sports and Health domain have been affected by the sudden adaptation to distance learning during the corona pandemic, as well as identifying which changes they think they can keep to the daily teaching. Based on a web survey that includes 26 respondents who worked in elementary schools during the corona pandemic and using mixed-method analyses, the study demonstrates that digital resources, more specifically related to theoretical knowledge can be retained for teaching in schools.

Förskolan som verksamhet ska utifrån alla barns olika förutsättningar och behov erbjuda omsorg, utveckling och lärande. Forskning visar på att storleken på barngruppen har betydelse för hur förskollärare kan arbeta med läroplansmålen. Det har även visat sig att små grupper med färre antal barn och vuxna har en positiv effekt för barn i behov av särskilt stöd. Syftet med denna studie är att beskriva och analysera förskollärares erfarenheter av gruppindelning i relation till specialpedagogisk insats. Elva förskollärare har delat med sig av sina erfarenheter genom semistrukturerade intervjuer via zoom och mail. En hermeneutisk tolkning av intervjuerna visar att gruppindelning i förskolan används i verksamheterna med lite olika syften. I resultatet framkommer att förskollärarna använder sig av små grupper för att öka möjligheten att se varje barn och för att skapa en lugn arbetsmiljö. Det visar sig även att förskollärarna utgår från barn i behov avsärskilt stöd när gruppindelningarna planeras och genomförs. Gruppindelningarna av barnen i förskolan har visat sig vara väl genomtänkta och till viss del med specialpedagogiska faktorer som diskuteras i analys och diskussion. Studien visar att det behövs mer forskning kring barn i behov av särskilt stöd i förskolan samt hur pedagogerna kan arbeta med gruppindelning relaterat till specialpedagogiska insatser.

The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities. The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon. In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support. The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.

The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities. The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon. In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support. The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.