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Anpassningar: Utmanande policyprocesser i lärares vardagspraktik
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0001-8348-9849
2022 (svensk)Inngår i: Utbildning och Demokrati, ISSN 1102-6472, Vol. 31, nr 3, s. 33-55Artikkel i tidsskrift (Fagfellevurdert) 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. 

sted, utgiver, år, opplag, sider
Örebro: Pedagogikämnet, Örebro universitet , 2022. Vol. 31, nr 3, s. 33-55
Emneord [en]
adapt teaching, differentiated instruction
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-196186DOI: 10.48059/UOD.V31I3.2087OAI: oai:DiVA.org:liu-196186DiVA, id: diva2:1779885
Tilgjengelig fra: 2023-07-04 Laget: 2023-07-04 Sist oppdatert: 2023-08-17bibliografisk kontrollert

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