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- Andersen, Katja N., et al.
(författare)
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Language Policies in STEM Subjects : Triggering Inclusion, Exclusion, or Abjection?
- 2023
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Ingår i: Discourse and Communication for Sustainable Education. - : Sciendo. - 1691-6301 .- 2255-7547. ; 14:1, s. 85-98
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Tidskriftsartikel (refereegranskat)abstract
- The combination of language policies, the global testing industry, and the role of STEM subjects in school systems have been shown to undermine the inclusion of all pupils, especially with regard to language backgrounds. This lack of inclusion shows signs of developing into a point of systematic exclusion for those students. In this article we will consider the language policies in two national contexts, the Swedish and the Luxembourgish ones, and specifically examine issues of in(ex)clusion in relation to multilingualism in STEM teaching. This study analyzes policy documents on (1) inclusion, (2) language use, and (3) STEM teaching at school in the two national contexts, using a methodology that builds on Popkewitzís (2013; 2014) approach to politics of schooling. Our results show, first, that different policies on language and multilingualism become visible in policy documents for primary school teaching in Sweden and Luxembourg. Secondly, this article discusses what impacts these policies may have on matters of inclusion, exclusion, or abjection in STEM teaching contexts at primary schools.
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- Andersson, Anna-Lena, 1973-, et al.
(författare)
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Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities
- 2024
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Ingår i: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X. ; 39:4, s. 612-625
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, the Compulsory School for Students with Intellectual Disabilites (CSSID) is currently experiencing political change, as this type of school is being renamed and is undergoing organisational changes. The inclusion of children with intellectual disabilities (ID) in schooling, and in general society, has been challenged and debated for decades; such debates are at the heart of some of these changes. In this study, we have systematically investigated the policy work (e.g. government reports and statements) preceding and governing the changes. Hence, the purpose of the study is to contribute knowledge on how policy documents inscribe meaning to the inclusion of children with ID. Results show that discourses on inclusion are connected to neoliberal values and practices, such as assessment, global comparison, and accountability. It has been suggested that this may have a profound and long-term effect on how children with ID are fabricated and hence, how the child with ID and their education can be understood in terms of being included in the idea of ‘all students’ in policy, and in addition, in practice.
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- Andersson, Anna-Lena, 1973-, et al.
(författare)
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The stealth policy of inclusion of students with intellectual disability
- 2022
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Ingår i: EDUCATION AND INVOLVEMENT IN PRECARIOUS TIMES. - : School of Education, University of Iceland. - 9789935468222 ; , s. 1039-1039
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Konferensbidrag (refereegranskat)abstract
- The Swedish school system is currently undergoing a change, one in which issues of inclusion for students with ID are at stake. Policy documents mirror ideas, beliefs and value systems that are expressed in the society. In order to better understand the processes of in(ex)clusion of students with ID there is a need to analyze policy. In this study we have analyzed 61 parliamentary texts, such as propositions, decisions and investigations from 2011- 2021 considering compulsory school for students with intellectual disabilities, CSSID (Grundsärskola). Specifically, the analysis focused on how inclusion and students with intellectual disability were fabricated by contemporary policy discourses. Findings indicated that inclusion was fabricated as equal rights to schooling, as the right to be assessed and accountability and as being closer to the norm. Furthermore, the results show a strive for alignment of the structure of schools for children without ID and children with ID to synchronize the work between the school forms, and that much emphasis is put on students’ equal participation in the assessment of knowledge. This seems to mean “sameness” regarding hours, and systems in place for assessment. From this our conclusion is that inclusion is above all to be an active neoliberal subject and the most important thing is then that the organizational structures are in alignment. Hence/ this is example on what Allan (2015) calls the Stealth bureaucracy in Sally Tomlinsson’s irresistible rise of the SEN industry. Allan, J. (2015). Stealth bureaucracy in Sally Tomlinsson’s irresistible rise of the SEN industry. In (Eds.), Chris Forlin, Phyllis Jones & Scott Danforth, Foundations of inclusive education research, International perspectives on inclusive education vol 6, p37-52. Bingley: Emerald Group Publishing Limited. The Open Parliament Laboratory (2021). Örebro universitets analystjänst för riksdagsdata. www.riksdagsdata.oru.se
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| 6. |
- Bagger, Anette, 1974-, et al.
(författare)
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Access and participation in assessment
- 2019
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Konferensbidrag (refereegranskat)abstract
- Teachers in the special education classrooms are obliged to assess knowledge and give grades (SFS 2010:800). Student’s participation in, and access to, the assessment is central. In the case of students in need of support, Ahlberg (2013) shows how participation, communication and learning presuppose each other. The purpose of this study is to investigate how participation in, and access to, assessment are understood by teachers in the case of students with intellectual disabilities.A survey regarding assessment, access and participation was sent to all teachers who had students following the curriculum for learning disabilities (LD) in one municipality. Twelve of nineteen teachers answered. Results indicated that students participated in assessment situations mainly through self-assessment and matrices. To make assessment accessible various methods were used: communication aids, support from adults, conversations and peer-assessment. Helping students display their knowledge, and ascertaining if and how knowledge was displayed, was a challenge to teachers. Another challenge mentioned by the teachers was informing students about the results of their assessment in a manner appropriate to their individual communicative competence. Making students’ knowledge visible to students, teachers and parents is the primary challenge we have identified. There is a need for further research in order to articulate how the accessibility of the assessment situation may be a means for increasing student participation, and also how accessibility and participation are produced, and how they are affected by the practice of assessment.ReferencesAhlberg, A. (2013). Specialpedagogik i ideologi, teori och praktik -att bygga broar.SFS (2010:800).Skollag. [Education Act]. Department of Education.Östlund, Daniel (2012), Deltagandets kontextuella villkor: fem träningsskoleklassers pedagogiska praktik. Doctoral thesis, Malmö: Malmö högskola.
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- Bagger, Anette, 1974-, et al.
(författare)
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Assessment of mathematics in Preschool-class
- 2021
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Ingår i: NORSMA10 paper session 5.
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Konferensbidrag (refereegranskat)abstract
- Early identification of children at risk is essential to prevent and remediate mathematical learning difficulties (Gersten, Clarke, Haymond, & Jordan, 2011), but it requires valid and reliable assessment tools (Aunio, 2019). Measures developed for younger students (<9y) have usually covered areas like number sense, relational skills and counting skills, because of their predictive value for later mathematical skills (Jordan, Glutting, & Ramineni, 2010; Zhang et al., 2020). Studies on mathematical learning difficulties across different grade levels show that number processing (De Smedt & Gilmore, 2011; Skagerlund & Träff, 2016) and basic arithmetic skills (Zhang et al., 2020) seem to differentiate students with MLD from their peers. Consequently, the aim of this study was to investigate the factor structure and grade-level development in the new digital Functional Numeracy Assessment (FUNA) tool for grades 3–9. Students from both Swedish and Finnish speaking schools in Finland participated in the study (N = 4070). FUNA is a digital assessment tool embedded in the VILLE collaborative learning platform developed by the Centre of Learning Analytics of the University of Turku. FUNA consists of seven different subtasks; symbolic magnitude comparison, number-dot matching, number sequence, numerical ordering, single-digit addition, single-digit subtraction, multi-digit addition and subtraction. In the first four tasks, reaction time (RT) and accuracy was used to form an efficiency measure (number of correct items/medianRT of the correctly solved items). Students had 2 minutes to solve as many tasks as possible for single-digit addition and subtraction respectively, and 3 minutes for the multi-digit addition and subtraction tasks. Preliminary results show that there is grade-level development in symbolic magnitude comparison, F (6, 4063) = 213.34, p < .001, ?2??p2 =.24 (Figure 1). Students in higher grades process numbers more efficiently compared to students in lower grades. In NORSMA we will also present the grade-level development in the other subskills and the factor structure of FUNA.
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