This review is a synthesis of results from meta-analyses. Meta-analyses are reviews in which certain statistical methods are used to calculate effect sizes based on intervention studies. Mainly, effect sizes are used to synthesize results from experimental studies focusing on similar research questions. The aim of this review was to compile research about interventions promoting achievement goals of students in need of special support. More specifically we have studied what pedagogical methods relate to achievement goals for this group of students. These methods are defined as general pedagogical interventions as well as subject-specific pedagogical methods within the subjects reading and writing and mathematics.

The purpose of this study is to explore how teachers describe their work with extra adaptions and special support for pupils with reading and writing difficulties in the grades 1-3. The purpose is achieved through the following research questions: What extra adaptions are made for pupils’ with reading and writing difficulties? What special support are given to pupils’ with reading and writing difficulties? What routines exist for working with extra adaptions and special support? 

​This study is based on a socio-cultural perspective which focuses on learning and the special education perspectives. The study is based on semi-structured interviews with four teachers who are all actively working in the grades 1-3 in different schools. A phenomenographical approach has been used when the teachers’ answers have been analyzed based on the research questions of this study. The result show that the teachers’ ways of working have both similarities and differences. The similarities consist in the work methods and the work with special support. The differences appear firstly in the documentation that differ at the informant’s schools’. A conclusion could be that the regulations surrounding the work with extra adaptions were well received by the teachers, who now experience that they can focus more on the pupils’ development than on the documentation.

Students should be given guidance and stimulation in the instruction to be able to develop knowledge accordingly to the aims of the education. The history instruction should consider students’ different needs and abilities. If the guidance and stimulation is not sufficient, the teacher must form additional adjustments.

The purpose of this study is therefore to investigate how teachers in grade 4-6 make use of and develop additional adjustments in history instruction to meet students' differences. Since teachers reasoning, experiences and descriptions of additional adjustments are interesting to investigate, a qualitative method has been chosen and five teachers in grade 4 to 6 have participated in the study. The purpose of the study has been answered by how teachers apply additional adjustments in history instruction and how they collaborate when forming these adjustments. Furthermore, it describes how teachers follow up and evaluate the additional adjustments to develop their history instruction.

This interview study has its point of departure in the relational perspective and the communicative relational perspective (KoRP). Therefore, the analysis and the interpretation of the collected empirical evidence have been reviewed with a special education point of view. The result shows that the differences between guidance and stimulation, additional adjustments and special support need to be distinguished. It also discloses that teachers’ attitudes towards additional adjustments affects how the adjustments are formed but also what quality they have. A conclusion that is drawn is that guidance from special educators is important if teachers should be able to form adequate additional adjustments. It is also important that there are clear routines of how this work should be followed up and evaluated.

Children with behaviour problems tend to be more unengaged and low-achieving at school than children without behaviour difficulties. This systematic literature review is highlighting the meaning of intervention to support children towards the school engagement.  The interventions for decreasing behaviour problems, is seen as a facilitator to be engaged. The school engagement will lead to an academic achievement at school. Early engagement has impact for longer in future in child’s life. The engagement in kindergarten has influence in primary school engagement and achievement. Therefore, intervening in early age to support children at-risk, will lead to better possibilities in learning. The risk factors can be child’s socioeconomical status, race, disability and parent’s low involvement in the school settings. Behaviour problem has pointed out to be hindering factor for the school engagement and this means missed opportunities in learning. This might lead even more disruptive behaviour. That kind of behaviour is challenging for the whole classroom, since it affects on everyone’s learning. Teacher’s attitudes manifest the self-worthiness in students. Supportive and friendly environment at school embraces the participation to the school settings. Especially, children from low socioeconomical families tend to score lower at school. These children need more intervening from the teacher to cultivate the school engagement. This systematic review analysed the data from 14 different articles from Europe, USA and Australia.

Beslut kring lärares utbildning är en viktig del i styrningen av skolväsendet. I föreliggande artikel beskrivs radikala perspektivskiften inom det specialpedagogiska området som de framkommer i statliga utredningar, utvärderingar och reformer inom lärarutbildning.

There is ansubstantial increase worldwide of Ad/Hd diagnoses which seems to be closely related to schooling and higher demands of academic attainment. There seems however to be a paucity of knowledge about educational arrangements and teaching for students with Ad/Hd diagnosis in schools as pedagogical research focusing on such issues is sparse. A nationwide questionnaire study among Swedish municipalities (response rate 76%) showed that 40 municipalities (17 %) have established special classes for students with Ad/Hd diagnoses. A follow up study based on case studies will be presented. The objective with this follow up study was to further explore response patterns received in the questionnaire study by doing semi-structured interviews. Ten municipalities were chosen, five with classes especially designed for students with Ad/Hd and five without. A pairwise match were done which were based on the sizes of the municipalities and response patterns from the questionnaire. Interviews were done at two levels within the municipalities. Half of the interviews were done with educational leaders with overall responsibility for the work with special needs within the ten municipalities. They possessed knowledge about decision making of importance for the establishment of special classes. Five interviews were done with school leaders with responsibility for Ad/Hd classes in the municipalities with such classes. These school leaders possessed knowledge about pedagogical work within these classes (teaching, communication with parents, collaboration between teachers etc.) and about the students with the diagnoses. The remaining five interviews were done with school leaders in municipalities without Ad/Hd classes but with responsibility for students with Ad/Hd diagnoses. Motives for andagainst special classes for students with Ad/Hd diagnoses together with comparisons of the school situations for students in special classes or in other educational arrangements (as regular classes) will be the main focus in this presentation. Preliminaryresults will be related to a theoretical framework containing a relational perspective in opposition to a categorical perspective. A contrast table have been used for data analysis.

Young adolescents with neurodevelopmental disabilities tend to have lower levels of participation and poorer well-being compare to their typically developing peers. School is a key setting for adolescents to participate. School’s social environment is found to be influential to both participation and well-being for young adolescents. This paper investigates the relations between school’s social environment and participation, well-being of young adolescents with self-rated neurodevelopmental problems (SNP) and whether participation is associated with well-being of this population. Data of this study was retrieved from wave three of the longitudinal research programme LoRDIA. Study participants were 175 adolescents aged 14-15 years old with SNP. Linear regression was conducted to test the hypothesis. Results show that bullying is the strongest (negative) predictor to both participation and well-being for young adolescents with SNP, which means students within this group who have been bullied are more likely to have low level participation and poor well-being. Relation to teachers is also a strong positive predictor to participation of this population. Class atmosphere is less predictive compare to the other two predictors but still have moderate positive correlation with both participation and well-being. Adolescents with neurodevelopmental disabilities or problems are a vulnerable group, school’s environment is essential to their development. Experience of bullying has a profound and long-term negative effect on children’s participation and well-being. Therefore, more longitudinal data will be needed to further understand this issue. Relation to teachers brings up that the focus and attention should not only been put on students but also on fulfilling teacher’s needs, so they could provide higher quality of teacher-student relationships.  

The purpose of this study has been to investigate how students with mathematical difficulties perceive their difficulties and how it affects their school situation. The purpose has been answered through qualitative interviews with 13 students in the early grades in three different schools in two municipalities.

The result shows that students of this age are not aware of their difficulties and that they perceive one-on-one teaching positively even though it does not happen in the classroom. Students describe that they like mathematics even though they receive special education on the subject. Furthermore, the results show that students' difficulties in the subject of mathematics do not adversely affect their perception of their school situation. The result also brings up a third categorization of pupils' perception of homework in the subject of mathematics. Students perceive that homework help at school is very positive and that they work better at school than they do at home.