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Anpassningar: Utmanande policyprocesser i lärares vardagspraktik
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-8348-9849
2022 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, Vol. 31, no 3, p. 33-55Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to forefront the challenging policy processes with adaptations in teachers’ everyday practice. It does this by studying practicing teachers’, special education teachers’ and SENCOs’ (Special Educational Needs COordinators) negotiations about adaptations in teaching. The data were collected by focus-group interviews based on a vignette and analyzed using policy enactment theory. The results reveal dilemmas about adaptations, where negotiations about fairness, equality, and the difficult balance between assessing and supporting students’ performance becomes visible. Differentiated instruction is developed in policy processes with the aim of meeting the needs of all students and reducing the use of individual supplemental adaptations. 

Place, publisher, year, edition, pages
Örebro: Pedagogikämnet, Örebro universitet , 2022. Vol. 31, no 3, p. 33-55
Keywords [en]
adapt teaching, differentiated instruction
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-196186DOI: 10.48059/UOD.V31I3.2087OAI: oai:DiVA.org:liu-196186DiVA, id: diva2:1779885
Available from: 2023-07-04 Created: 2023-07-04 Last updated: 2023-08-17Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
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