To Örebro University

This article explores the tensions within inclusive education and emphasises the research community’s responsibility to enhance the understanding and practical application of inclusive practices. It highlights the challenges the researchers face when navigating diverse scientific disciplines, often leading to entrenched policies that overlook varied epistemologies. We aim to display and open up for scrutiny current and ongoing social epistemologies in research on inclusive education that can be achieved through a diverse research environment in the field of inclusive education, and its attempt to recognise and accommodate diverse epistemologies within research on inclusive education. Utilising Bacchi’s comparative policy analysis, we analyse researchers’ interpretations of inclusion and its implications. The article concludes by advocating for a broader embrace of theoretical diversity and a more nuanced, lived understanding of inclusion, challenging prevailing monocultural interpretations.

Digital solutions are often claimed to have the potential to meet individual needs and make learning more accessible, thereby allowing schools to achieve more sustainable and inclusive learning for a diverse range of learners. However, digital tools bring both affordances and hindrances, which are intertwined with the students’ prerequisites to learn and how the educational space and learning environment are set up. Following this, dilemmas occur as digital materials are assumed to level or reduce obstacles when they, in fact, also generate new obstacles and opportunities. To design and develop these tools with the potential of supporting qualitative learning opportunities for all students, knowledge of inclusivity and digital materials both need to be taken into account, two research fields that are seldom put together. This article contributes by reviewing hindrances to and opportunities for accessible learning in reading through digital materials and through the case of students with ADHD. The article introduces earlier research on the intersection of learning to read, digital materials, and students with ADHD. We thereafter suggest innovative design principles to uphold sustainable use of and learning through digital materials and elaborate on how these principles fit with ideas of inclusion and sus-tainable education. Consequently, the paper provides different stakeholders with the possibility to identify com-monalities in working processes and to reach a joint language to discuss how digital educational tools should be designed and developed. 

I nyheter har vi de senaste åren fått höra att vi har en läskris i svensk utbildning. Unga skyr läsning en masse, menar många. Hur kommer det sig då att vi vuxna har så svårt att lära unga att läsa? När jag lyssnar på debattörer, politiker, lärare, forskare med flera tänker jag att vuxna inte alltid förstår hur komplex läsförmågan faktiskt är.

This article examines ECEC teachers' beliefs about being linguistic role models and how these beliefs relate to their language teaching for multilingual children. Due to the increased language diversity in Finland, the demands on teachers have increased. Teachers are expected to be linguistic role models and create multilingual learning opportunities for all children. This study uses quantitative methods to examine the relationships between teachers as linguistic role models and language teaching for multilingual children. A questionnaire was answered by 42 ECEC teachers in Swedish-medium settings in Finland. Data was analyzed using chi-square tests to depict relationships between variables. Results show that teachers largely agree to be linguistic role models. This correlates with seeing adult-led play as important for language development and using dialogic reading as a teaching strategy. Play with peers was highly valued as a language development activity but not related to being a linguistic role model. Although planning reading activities was considered important, it was not related to being a linguistic role model. The latter may indicate that teachers need more knowledge on how these daily activities can become high-quality language teaching situations, especially when developing children’s academic language skills.

Digital tools shift pedagogical dimensions which have consequences for education with learning op- portunities and sense of belonging for all students. Digital teaching tools have possibilities to adapt to students' needs and create inclusive schools. The aim of this text analysis is to characterize how inclusion is considered in four Swedish school developing projects that digitalize teaching. Inclusion did not have a prominent position. Accessibility was discussed regarding having or not having devices, not how they were used to achieve learning for all students. Descriptions of adapting tools to students are sweeping and general. Students' needs are vaguely described and secondary to teachers' needs. Collaborations between student peers and several professions provided support for learning. Although scientific or theoretical models had shortcomings, research provided support for learning and implementing digital tools in education. Suggestions are made to bolster models to provide further help in developing inclusive digital education.

Previous work has shown that young children can be prompted to revise an utterance by an unspecific prompt like "hm?" or "what?". In a game setting this technique is re-introduced with two-year-old children who name pictures on cards that they collect to put on a game-board. The pictures elicit words that start with an onset cluster, like /tr/, /kl/, /st/, which are often reduced to singleton consonants by two-year-old speakers. The prompt is assumed to trigger their self-monitoring system, which could highlight a mismatch between the uttered word - with a reduced cluster - and the intended target - with a full cluster - if this full cluster is indeed part of the young speaker's segmental representation of the word. We compared the initial production and the prompted repeated productions of 20 children and studied the changes that were triggered by the prompt. Results show that (1) the technique works very well with these young speakers and triggers repeats in most cases, (2) changes involve improvements in most cases, ranging from segmentally more accurate productions and signs of knowledge of an initially absent additional consonant, to full consonant cluster productions, (3) the technique can help to disentangle word-form encoding errors from errors resulting from the stored segmental representation.

In two experiments, we examined 9- to 12-year-old children's comprehension and processing of two-clause sentences with a temporal connective (before or after) in the sentence-medial or sentence-initial position. We obtained measures of individual differences in working memory (WM) capacity and WM updating to test their contributions to comprehension. We measured the accuracy of children's responses to the questions "What happened first?" (Experiment 1; N = 74) and "What happened last?" (Experiment 2; N = 50) as well as their sentence reading times. Together, these experiments show continued development of comprehension of temporal relations in children in upper elementary school and suggest that children's comprehension difficulties (i.e., more comprehension errors and longer reading times) were influenced by clause salience and recency effects rather than sentence chronology or the familiarity of the connective. Our findings are consistent with a memory resource-limited account and suggest that individual differences in WM updating and WM capacity make dissociable contributions to processing and comprehension of sentences with temporal order information.

This study aimed to identify reading behavior profiles in nine-to-eleven year old children based on their think aloud responses while reading narrative and expository texts. Three profiles emerged while reading narratives: Literal Readers, who stay close to the literal text by predominantly repeating it; Paraphrasing Readers, who extract meaning from the text by paraphrasing it; and Elaborating Readers, who use background knowledge to explain the text by generating inferences. The three profiles also emerged while reading expository text. Children generally exhibited the same profiles across the two text genres, however, expository texts elicited fewer correct inferences but more invalid inferences than did narratives, suggesting that children are influenced by text demands. Elaborating Readers had better word decoding skills, reading comprehension ability, and non-verbal reasoning ability than readers of the two other profiles, indicating a positive relation between inference generation and language abilities and cognitive resources.