Designs for Learning: Focus on Special Needs

Designs for Digitalised Literacy Education in a Swedish Lower Primary School   The aim of this article is to contribute knowledge about challenges to literacy development in a digitalised learning environment, with focus on pupils in need of special support. The paper is based on a section of my doc...

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Bibliographic Details
Main Author: Karin Forsling
Format: Article
Language:English
Published: Stockholm University Press 2019-08-01
Series:Designs for Learning
Subjects:
Online Access:https://www.designsforlearning.nu/articles/106
Description
Summary:Designs for Digitalised Literacy Education in a Swedish Lower Primary School   The aim of this article is to contribute knowledge about challenges to literacy development in a digitalised learning environment, with focus on pupils in need of special support. The paper is based on a section of my doctoral thesis (Forsling, 2017), centring on how digital learning environments and situations were designed and orchestrated in a Swedish lower primary school with the aim to provide all pupils, including children in need of special support, with optimal opportunities for literacy development. The theoretical and methodological framework is grounded in 'design-oriented theories', with emphasis on how 'design' and 'orchestration' make affordances for 'learning' and 'meaning-making'. The ethnographically inspired study is based on observations and interviews at one school in Sweden. Six teachers, one special needs teacher and one literacy-developer participated in the study. The results show that the teachers’ intentions with their designs for learning focused on 'children in need of special support'. From a special education perspective, this is a 'relational' and 'democratic approach' – an intention to 'close gaps'. Nevertheless, the results manifest a parallelism where two special education perspectives appeared side by side. On one hand, the teachers’ relational perspective, and on the other hand, the special need teachers’ compensatory perspective. Another result indicates that the unequal allocation of digital tools displayed the school’s inadequate fulfilment of its mandate to provide equal education: there were differences between the preschool-class and the lower primary classes, and differences between pupils’ home circumstances and the preschool-class.
ISSN:2001-7480