Lena Ivarsson, Mid Sweden University
Good prerequisites for well-being are founded early in a person's life. In school, children and young people are brought up and educated. Functioning schooling in terms of teaching and learning and social, emotional, and relational development is crucial for well-being. This paper will discuss students' opportunities for adapted education over the last 60 years. The empirical basis consists of the school law and curriculums from 1962 to 2022, and the method used is deductive content analysis. 1962 is an essential year in Swedish school history as it was when the Swedish government decided on a new school law based on the idea that all students should attend the same kind of school and be taught based on the same curriculum. The purpose of the study is to identify and describe various adaptations that have been used for students in need of support over 60 years and to discuss what any differences over the years may be due to. Part of the result shows that the earlier curriculums, in long paragraphs, describe adaptations in considerable detail. In contrast, the later curriculums only mention this in more sweeping terms and focus less on writing out specific adaptations. The empirical material will be further analyzed, and a complete picture will be presented in the full paper and at the conference.
No extended abstract or paper available
Presented in Session 189. Learning Well: Pedagogy, Curriculum, and Contestation