This study explores the strategies teachers utilise to create inclusive learning environments. The research involved 36 primary and secondary school teachers who participated in continuing professional development to promote inclusivity in their classrooms. In the analysis of data arising from focus group interviews, four dimensions of inclusive teaching strategies were utilised: framing, relational, didactic and organisational dimensions. The teachers emphasised the importance of relations with the students and of creating a safe and accepting classroom climate. They also highlighted the need for teaching competencies that allow for lesson planning based on students' diverse learning abilities, with differentiation, individualisation and variety being key themes. Within the framing dimension, the importance of structure and predictability in teaching was noted. In the organisational dimension, staffing, including co-teaching, emerged as a potential key factor in achieving inclusive learning environments. The study contributes valuable insights into planning and conducting education to realise an inclusive learning environment.

This research project explores the multifaceted nature of children's language development in Early Childhood Education and Care (ECEC) settings in Sweden, with a focus on promoting equitable education. Drawing on Tibbitts' framework for human rights education, the study examines educators' and principals' objectives, motives, and strategies for supporting children's language development. Through a survey and focus group interviews with ECEC educators and principals, the research identifies didactic, participatory, empowerment, and transformative approaches to language development. Findings indicate a strong emphasis on daily conversations and non-verbal communication. However, while educators prioritize children's everyday communication needs, there is less focus on long-term goals such as school readiness and active citizenship. The study highlights the importance of a balanced approach that addresses both immediate communication needs and long-term empowerment goals to promote equitable education for all children.

This research project explores the multifaceted nature of children’s language development in early childhood education and care (ECEC) settings in Sweden, with a focus on promoting equitable education. Drawing on Tibbitts’ framework for human rights education, the study examines educators and principals’ objectives, motives, and strategies for supporting children’s language development. Through a survey and focus group interviews with ECEC educators and principals, the research identifies didactic, participatory, empowering, and transformative approaches to language development. Findings indicate a strong emphasis on daily conversations and non-verbal communication. However, while educators prioritise children’s everyday communication needs, there is less focus on long-term goals such as school readiness and active citizenship. The study highlights the importance of a balanced approach that addresses both immediate communication needs and long-term empowerment goals to promote equitable education for all children. 

Research topic/aimThis study is part of a larger study focusing on further education for all preschool educators in one municipality regarding strategies for language development and knowledge acquisition. Our previous study based on a questionnaire distributed to all preschool educators, in the municipality, before, during or after they attended the education, showed a high awareness of strategies and a good understanding of various reasons for the importance of language acquisition in preschool. The results also showed a domination for reasons connected to daily activities and children’s rights to communication and mutual understanding over reason such as preparing for future education and democratic citizenship. Our focus in this study lies with preschool principals and their understanding of their role in the continuous development of strategies for working towards translanguaging in preschool and the promotion of a human rights perspective

Theoretical frameworkThe over-arching theoretical framework draws on cultural-historical activity theory, CHAT (Engeström & Glăveanu, 2012; Hasan & Kazlauskas, 2014). CHAT allows us to examine elements within a system, relations, influences and tensions. It supports a systematic approach for understanding human activities and interactions in relation to its specific context. For this particular study we also use theories of translanguaging (Williams 1996) and human rights in education (Tibbitts, 2002). 

Methodological designThe study was carried out with a series of semi-structured focus group interviews with all the principals in the municipality (Morgan & Hoffman, 2018). Analyses will draw on an activity theory framework (Hashim & Jones, 2007) with an inductive approach. The CHAT model for analysis consists of the elements: subject, object, tools, rules, division of labour and community. The model provides opportunities to follow processes of change and to understand and explain what is happening (or not) over time (Engeström & Glăveanu, 2012; Hasan & Kazlauskas, 2014). 

Expected conclusions/findingsPrincipals’ conceptualizations of how they can organize and facilitate the continuous work with strategies for language development and knowledge acquisition.

Relevance to Nordic educational researchThe study is highly relevant to Nordic educational research as the Nordic countries face similar challenges in preparing bilingual children for school, enhancing their language acquisition and promoting school achievements. How preschool principals organize this work may implications for principal professional education and issues closely related to equity, democracy and human rights.

Engeström, Y., & Glăveanu, V. (2012). On third generation activity theory: Interview with Yrjö Engeström. Europe's Journal of Psychology, 8(4), 515-518. https://doi.org/10.5964/ejop.v8i4.555

Hasan, H. & Kazlauskas, A. (2014). Activity Theory: who is doing what, why and how. In H. Hasan (Eds.), Being Practical with Theory: A Window into Business Research (pp. 9-14). 

Hashim, N. H, & Jones, M. L. (2007). Activity Theory: A framework for qualitative analysis. Http://Ro.Uow.Edu.Au/Cgi/Viewcontent.Cgi?Article%3D1434%26context%3Dcommpapers

Den här boken är tillägnad Kerstin Göransson, professor i specialpedagogik, som under 2023 avrundar sitt yrkesliv och sin tjänst vid Karlstads universitet, efter en lång och framgångsrik karriär i akademin. Kerstin har inte bara väntat på, utan genom sin forskning aktivt strävat mot en ökad inkludering av alla elever i skolan. Vi är många som har Kerstin att tacka för inspiration, vägledning och stöd i det arbetet. Vänner och kolleger från Karlstads universitet och flera andra lärosäten har bidragit med texter till boken där de både presenterar sin egen forskning och ger sina personliga glimtar om samarbete och vänskap under åren.

This study provides a systematic review of previous research about teachers' gendered perceptions of pupils with diagnoses or symptoms of attention deficit hyperactivity disorder (ADHD). This review was conducted using the databases Scopus, Web of Science and ERIC. Nineteen articles were selected after narrowing down a total of 121 articles, in accordance with inclusion criteria. In sum, previous research concludes that teachers' identification, assessment and attitudes related to pupils with ADHD diagnoses or symptoms are associated with the pupils' gender. When pupils exhibit academic, emotional or behavioural difficulties, teachers assess girls' impairments more severe than boys' impairments. Nevertheless, teachers are more likely to recommend treatment, counselling and/or medication to boys than to girls. While teachers' perceptions of pupils' difficulties are gendered, strategies or methods for teaching pupils with ADHD seem not to be. In the articles included in this review, there are hardly any examples given of gender-sensitive teaching methods. Furthermore, it is concluded that regardless of gender aspects, a deficit perspective dominates in research presented in this article, and it appears that children are held responsible for school difficulties while the school setting is not.

Home-school collaboration supports students’ achievements, learning, and development, according to prior research. This article aims to explore parents’ and teachers’ views on children's special education needs and special support, focusing on the degree of agreement between the two parties. It also aims to explore the extent to which parents' views on special support for their children match their experiences of contact with teachers. The present study is based on questionnaires to teachers and parents of 476 children, aged 8-10 years, who were identified as needing extra adaptations or special support. The results show that teachers consider about twice as many students to be in need of special support than parents do, and that both teachers and parents consider more boys than girls to be in need of special support. There is also a correlation between parents' satisfaction with their child's support and their level of satisfaction with communication with the child's teacher. Finally, good contact between teachers and parents is associated with a consensus about the children's need for support.

A quarter of all preschool children in Sweden have migrant backgrounds. This article explores preschool principals’ views on how societal and cultural changes have affected the demands on staff in multicultural preschools. In the study, twelve principals were interviewed in focus groups where they identified tensions and contradictions for teachers and parents. These are explored through “Dilemmatic spaces”, a conceptual framework that makes it possible to analyse teachers’ everyday practice in relation to societal changes. This article presents the dilemmatic axes that were identified, including preschool teachers’ efforts to show respect for other cultures, versus upholding Swedish culture; and to consider immigrant parents’ expectations versus communicating Swedish values, policies and routines.

Blivande lärare i Sverige ska enligt styrdokument ha förmåga att beakta barns rättigheter enligt FN:s konvention om barnets rättigheter. Syftet med artikeln är att undersöka vilken position kunskapsfältet för barns rättigheter har inom svensk lärarutbildning. Forskningsprojektet har varit riktat mot lärarutbildningarnas utbildningsvetenskapliga kärna, UVK, som ingår i samtliga lärarprogram i Sverige. Studien omfattar en enkät skickad till 317 kurs- och programansvariga lärarutbildare för UVK-kurser med svarsfrekvensen 49 %. Dessutom genomfördes en dokumentstudie av 362 utbildnings- och kursplaner vid tolv lärosäten. Det sammantagna resultatet av enkätundersökningen och dokumentstudien ger en delvis motsägelsefull bild. En överväldigande majoritet av lärarutbildare anser att kunskaper om barns rättigheter är mycket viktigt för blivande lärare och att kunskapsområdet bör vara centralt i all lärarutbildning. Men trots detta och trots tydliga formuleringar i Högskoleförordningen så saknas i stor utsträckning konkreta mål- och innehållsbeskrivningar med anknytning till barns rättigheter i de aktuella kursplanerna. Med stöd av tidigare forskning menar vi att barns rättigheter bör tydliggöras som ett didaktiskt område inom ramen för en övergripande hållbarhetsdidaktik i svensk lärarutbildning. Vidare bör utgångspunkten för undervisningen vara de frågor som är aktuella och som upplevs som viktiga för lärarstudenter, utan att man förlorar rättighetsaspekter. Slutligen krävs det att ämnesövergripande tematiska studier i större utsträckning möjliggörs inom lärarprogrammen.

The aim of this study is to explore how recent societal and cultural changes have affected the demands on staff in Swedish early childhood education and care (ECEC). Cultural diversity may add richness to ECEC, nonetheless, it may involve conflicting views and norms, yet the Swedish ECEC curriculum provides little guidance on how to handle challenging situations. “Dilemmatic spaces” is a conceptual framework in educational settings, where dilemmas are seen not as momentary nor occurring on an individual level, but in a larger context. The conceptual framework makes it possible to analyse teachers’ everyday practice in relation to societal changes. In the study, twelve ECEC principals were interviewed in focus groups. Overarching dilemmas were identified in ECEC teachers’ efforts to show respect for other cultures while upholding Swedish culture and to consider immigrant parents’ expectations while communicating Swedish ECEC values, policies and routines.