This study used video feedback in a collaborative development study to help improve teachers’ perceptions of the learning needs of students with autism spectrum disorders (ASD) and intellectual disabilities (ID) and enhance their active participation in the classroom. Crucially, teachers need the necessary skills to discern students’ subtle communications, as students with ASD and co-occurring ID

Background and Aim: Strategies to modify and adjust the educational setting in mainstream education for autistic students are under-researched. Hence, this review aims to identify qualitative research results of adaptation and modification strategies to support inclusive education for autistic students at school and classroom levels. Method: In this systematic review, four databases were searched.

We aimed to explore the experiences of teachers, autistic students and students' parents, before and after professional development intervention for teachers in primary school. The main participants were five autistic students aged 7–11 years in three primary schools (intervention schools), their parents and teachers. Five school contexts were studied, with three interventions and two comparisons.

The aim of this study was to collect and analyze research on inclusive education from the perspective of parents of students with intellectual disability (ID). The review examined characteristics and trends related to geographical origin of research, design, data collection, publication source and year, source of data, age of individuals with ID, and research focus. The initial database search pro

Despite the increasing popularity of studies on teachers’ national curriculum adaptations, there is no comparative study elucidating teachers’ adaptations in centralized and decentralized educational contexts through sense-making theory lenses. This paper presents a comparative case study of Turkish and Swedish senior classroom teachers’ curricular adaptations concerning sense-making theory. We ge

Background: Physical education (PE) teachers in practically all countries are expected to help their students develop movement capability. To achieve this objective, teachers need certain knowledge and competencies. The question of how PE teachers should develop their capacities to achieve this task has received only limited research attention. Aim: The broad objective of this paper is to contribu

This paper synthesises research evidence regarding enablers and barriers for children with autism spectrum conditions (ASC) in the inclusive early-years Swedish preschool context. Focusing on current norms, this chapter presents a review conducted using purposeful sampling. The Swedish preschool curriculum sets expectations for children with ASC, which can be challenging. It is therefore important

This is a systematic literature review aiming to systematically synthesize research of teachers’ collaborative professional development (CPD) for inclusive education. In total, 21 articles out of 55 from three data-based met the inclusion criteria. Cohen’s kappa was used to measure the agreement, found that the agreement between the raters was 0.72; substantial agreement. The results show that the

This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how this affected the children’s learning opportunities during the activity. The analysis was based on variation theory and Chi’s taxonomy of learning activities. Two Swedish preschool teachers’ enactment of the same mathematical activity for 27 children aged

Purpose: Collaborative professional development for inclusive teaching is a limited area of research, although there is an extensive need for special educational needs and disabilities (SEND) teachers. Research findings of how teachers’ professional development can contribute to support the development of powerful learning situations for all students are presented in this special issue. The aim is

This research explores teacher educators' self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education progra

This study investigated differences and similarities in outcomes of analyses based on phenomenography and variation theory. We used the same data for both analyses to highlight the assumptions of each approach. Participants were 198 students (grades 7–9) who provided written answers to the question ‘What is learning?’. The phenomenographic analysis identified qualitatively different categories rep

Technology volition is the will to develop knowledge of, and use, the physical world to design products, processes and systems. The aim of this study was to contribute new knowledge of children’s technology volition when they identify, build and improve technical constructions, and how teachers support this learning. Analysis focused on moments when children’s volition was expressed in a construct

The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant

Purpose: The purpose of this paper is to describe a review of the most frequently cited English articles of five models of collaborative professional development for mathematics teachers, aiming to describe the character of the development addressed and its quality issues. Design/methodology/approach: The most frequently cited articles were chosen for their impact on the scientific discourse; they

The aim of the study is to analyse teachers’ efforts to develop secondary school students’ knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev’s three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development

Pictures are often integrated in digital learning materials with the purpose of enhancing learning. This mixed methods study uses quantitative eye-tracking data and qualitative data such as oral answers to discover whether characteristics of pictures influence patterns of text–picture transition in readers with (n=10) and without (n=14) dyslexia, and how reading comprehension is affected. Most par

This study investigated beliefs about climate change among Swedish secondary school students at the end of their K-12 education. An embedded mixed method approach was used to analyse 51 secondary school students’ written responses to two questions: (1) What implies climate change? (2) What affects climate? A quantitative analysis of the responses revealed that ‘Earth’, ‘human’ and ‘greenhouse effe

In this study, I reflect critically on my own experiences as a university teacher of students’ expressed knowledge about the academic subject of didactics at the beginning and end of their first semester as students in the Master’s Programme in Didactics. My reflections are made using a phenomenographic approach to learning, which regards learning as a qualitatively deeper and different way of und

Multiple episodes of Enterococcus faecalis bacteremia (EfsB) may indicate a relapse and be due to an undiagnosed infective endocarditis (IE). The aims were to study the clinical presentation of patients with EfsB with focus on the risk of recurrent infection and IE, identify potential improvements of the management, and to investigate whether E. faecalis isolates from different episodes in the sam