Detta kapitel belyser undervisning för ett expanderat läs- och skrivkunnande bland elever med intellektuell funktionsnedsättning (IF) i anpassad grundskola. Under de senaste tre decennierna har samhälleliga och politiska förväntningar skiftat från en begränsad syn på elevernas skriftspråkliga förmågor till ett mer omfattande läs- och skrivuppdrag, vilket tydliggörs i läroplanerna Lpo94, Lgrsär11 och Lgra22. Med empiriskt stöd från samtal med lärare, undervisningsobservationer samt elevtexter och elevsamtal exemplifieras utmaningar i formativ bedömning och undervisningspraktik där vikten av mångsidiga bedömningsunderlag betonas.

Kapitlet framhäver betydelsen av lärares kompetens i att kartlägga elevers läs- och skrivkunnande genom öppna textsamtal och väl avvägda textval som engagerar eleven och möjliggör inferensläsning. Vidare presenteras två exempel på lärares planering av undervisning som stödjer progression: läsundervisning med kvalitativa textsamtal och skrivundervisning som utvecklar struktur, ämnesspecifika begrepp (exempelvis ekologisk hållbarhet) och meningsskapande i sakprosatexter. Slutligen argumenteras för att undervisning som integrerar utveckling av ämnesspecifikt tänkande och språkutveckling främjar elevernas deltagande och möjligheter till kunskapsutveckling.

International classroom studies on music education for children and youth (6–15 years old) with intellectual disabilities (ID) is scarce (Berthén et al., 2022). In the Swedish Compulsory School for Pupils with Intellectual Disabilities (CSID), over 90% of those who teach music are not fully qualified. Observations during local school development projects reveal that children' s songs, disregarding age, seem common. Simultaneously, organisations outside school in various countries show that other approaches could challenge sung teaching practices. Against this backdrop, a small-scale Change Laboratory of 12 months duration was designed and funded. The aim for this paper is to firstly describe and discuss the design of an online CL (Bligh, 2023) with three qualified music teachers working in the CSID. Secondly, the experiences of the stages 1–3 of this CL as well as to present the preliminary results of the analysis of historical and the actual empirical data (stage 2 – cf. Virkkunen & Newnham 2013). The project that this paper is part of, aims at collaborative development of knowledge products (Morris & Hiebert, 2011) shareable for non-qualified music teachers in CSID, that is, co-creation of assignments that contribute to formation of musical knowing for this group of pupils.

EXTENDED ABSTRACT

In this paper we present experiences of an online CL (Bligh, 2023) with music teachers in the CSID, and the preliminary results from an ongoing study concerning music education for children with ID in Sweden. The education for students with ID in Sweden has been subject to several critical changes during the latest decades. Firstly, the societal object has changed from caring to teaching/learning (Berthén, 2007; Riksrevisionen, 2019). Secondly, demanded qualifications for teaching music in this school have changed from general teacher or pre-school teacher education to music teacher with qualifications in special education. However, according to national statistics school year 2023–2024 (Skolverket, 2025), only 5,4% of the Swedish music teachers in the CSID are qualified. Preceding the CL, a review of inter/national research on music education for pupils with ID (Berthén et al., 2022), showed a shortage of research in music education for pupils with ID. Furthermore, a phenomenographic interview study with five qualified music teachers within CSID was conducted (Backman Bister et al., 2025). A significant finding was a perception that reduction of the musical content is needed for music teaching in CSID. Two qualitatively different ways of reduction were found: 1) reduction for temporary participation, which puts pupils’ further musical knowledge formation at risk; 2) reduction for qualified participation, which opens for progression of knowledge formation. Based on these preparatory studies, the issue for the project of which this CL is part, is to explore what kind of instruction and tasks enable musical knowledge formation for this group of pupils?

Aims: This project aims at collaborative development of knowledge products shareable for non-qualified music teachers in CSID, that is, co-creation of assignments that contribute to formation of musical knowing for this group of pupils. The research questions are:1) What appears as the object for musical knowledge formation for pupils in CSID; 2) What principles should underpin knowledge products (content, introduction to pupils, classroom communication) in order for teaching to contribute to pupils' long-term musical knowledge formation?MethodsThe methodological approach is based on the CL-model (Virkkunen & Newnham, 2013). The main idea for CL is ‘formative interventions’ (Sannino, Engeström & Lemos, 2016) where the interventions are carried out in relation to the activity being studied. The activity is restructured based on the participants' current beliefs, rules, division of labour and tools, and by a critical review of the current activities by all participants identifies other opportunities.Preparing for the CL process, mirror data were produced with three music teachers, which reflect their current teaching. This includes two video-recorded music lessons per teacher. Furthermore, each teacher was interviewed between the two lessons. The audio recorded interviews were transcribed and shared with each teacher. Specific for this CL is that it is planned and conducted as an online CL, based on experiences and previous research by e.g. Bligh (2023) and Spante et al. (2023). The choice of an online CL is motivated by the fact that music teachers in SCID have no local colleagues and therefore have few opportunities to discuss experiences. Furthermore, there is no inservice training specifically directed to music teachers in SCID. The data for this paper is based on the three first stages in the CL model: 1) the first collaborative stage is a preparing for a baseline analysis of shared problem areas and ideas for analysis, e.g. questions such as ‘what characterises our previous ways of working?’ or ‘what are our current problems and contradictions?’ (Virkkunen & Newnhamn, 2013, p. 17). 2) Collaborative analysis of important historical data as empirical mirror-data, identification of significant turning points. 3) Modelling central features of the past in order to identify specific historical features and contradictions for the next stages.

Results: Expected results are based on the work during these three stages, carried through by early May. The final stages of this CL-project are planned for August–November 2025.

 Symposium NOFA X 2025 Music teaching/learning in Swedish Compulsory School for Pupils with Intellectual Disabilities (CSID)Viveca Lindberg, Stockholm UniversityAnna Backman Bister, Royal College of Music, StockholmDiana Berthén, Stockholm University, Special Education   The Swedish CSID has a tradition of approximately 170 years. Since 1903, there is evidence that music has been part of the content for this group of students (Rappe, 1903), although with different purposes. Based on an inter/national research review on music education for 6–15 years old pupils with intellectual disabilities (ID), results from previous reviews were confirmed, i.e. the number of empirical studies concerning subject didactics in music related to education for pupils with ID is scarce. In the light of both national and international agreements in the field, the need for classroom studies appears urgent (Berthén et al., 2022). The three papers in this symposium illuminate 1) changes in curricular object/s, 2) how music teachers’ experience music teaching in CSID and 3) collaborative analysis of mirror data in a recently started intervention study based on Change Laboratory (Virkkunen & Newnham, 2013). ReferencesBerthén, D., Backman Bister, A., & Lindberg, V. (2022). Musikundervisning för grundsärskolan? – en forskningsöversikt. Nordic Research in Music Education, 3, 21–50. https://doi.org/10.23865/nrme.v3.3729 Rappe, T. (1903). Några råd och anvisningar vid sinnesslöa barns (idioters) vård, uppfostran och undervisning. O. von Feilitzen.Virkkunen, J. & Newnham, D.S. (2013). The Change Laboratory: A Tool for Collaborative Development of Work and Education. Sense Publishers.Abstract 1Music curricula for pupils with ID 1903–2023Diana Berthén, Stockholm University, Special Education Anna Backman Bister, Royal College of Music, StockholmViveca Lindberg, Stockholm University  This paper aims at analysing the development of the music subject over time in education for pupils with ID. In Sweden, this group of pupils – not expected to achieve the goals of compulsory school – is offered education in the separate school form CSID that covers grades F-9. Then name has changed over time from sinnesslöskola until 1959, särskola2010, and grundsärskolan 2023 (SOU 2021:11). Historically, the caring mission was foregrounded until it was replaced by a pedagogical mission in 1990 (Berthén, 2007). The curriculum reforms in 1990, 1994, 2011 and 2022 have gradually sharpened the knowledge mission. In contrast to music teaching in ordinary compulsory school, the music teaching practice in CSPD has neither been evaluated by school authorities nor studied by researchers. The development of this subject over time reflects what groups of pupils have been educated, the focus of music education, and how the social motive has been formulated for the regular compulsory school (Sandberg, 1996). This paper contributes with indications of the object of music education in CSID, what appears to be the implicit and explicit goal of music education and its historical development in policy documents. In order to analyse these documents, we have used activity theory (Engeström, 201x), specifically the concepts societal motives, objects and contradictions in music for the SCID and its predecessors; from the philanthropic school activities (Rappe, 1903), and the first societal initiative for a guiding document in the form of Provisorisk undervisningsplan för sinnesslöskolorna (Kungliga Skolöverstyrelsen, 1946) to the current curriculum Läroplan för anpassad grundskola – Lgra22 (Skolverket, 2023).  Preliminary results indicate that the object for the music subject oscillated between enabling varied classroom activities and pupils‘ participation in religious activities (1903–1946), pupils’ participation in extra-curricular activities (1946–1968), pupils‘ psychological well-being (1969–1990) to development of pupils’ musical literacy (1990–2024).  ReferencesBerthén, D. (2007). Förberedelse för särskildhet: Särskolans pedagogiska arbete i ett verksamhetsteoretiskt perspektiv [Doktorsavhandling, Karlstads universitet].Engeström, Y. (2015). Learning by expanding: an activity-theoretical approach to developmental research, 2. ed., Cambridge University Press.Sandberg, R. (1996). Musikundervisningens yttre villkor och inre liv. Några variationer över ett läroplansteoretiskt tema. [Doktorsavhandling]. Stockholms universitet. SOU 2021:11 (2021). Bättre möjligheter för elever att nå kunskapskraven – aktivt stöd- och elevhälsoarbete samt stärkt utbildning för elever med intellektuell funktionsnedsättning. Statens offentliga utredningar. Slutbetänkande av utredningen om elevers möjligheter att nå kunskapskraven. Regeringskansliet.      Abstract 2   Reduction as a teaching strategy or as a tool in music education for pupils with ID? Anna Backman Bister, Royal College of Music, StockholmDiana Berthén, Stockholm University, Special EducationViveca Lindberg, Stockholm University Based on a review of inter/national research on music education for children and youth (6–15 years old) with intellectual disabilities, the need for classroom studies seemed urgent. There is a considerable lack of research in music education and subject didactics in the CSID. Furthermore, 90% of the Swedish music teachers in the CSID are not qualified (Berthén et al., 2022). Due to the Covid 19 Pandemic, a pilot study, designed for observations and interviews, was transformed into an online interview study. Qualitative semi-structured interviews with six qualified music teachers working in the CSID were transcribed and analysed phenomenographically (Marton, 2004). •       The aim of the study was to investigate teachers’ conceptions of music teaching in CSID to discern indications of common characteristics of their music teaching practices. •       The overarching research question for this paper is What characterizes music teachers’ conceptions of music teaching in the CSID? The results relate to two separate but related phenomena; music teachers' perceptions of the music teaching practice in CSID; and music teachers’ perceptions of teaching music in CSID. The music teachers in the study perceive that in the CSID music can be used both as a means (for e.g. social development) or as an end in itself. Music teaching practice in the CSID is perceived as centred around making music together, a kind of musicking (Small, 1999), however, a togetherness that is based on adaptation to the individual within the group. A significant finding is also the perception that reduction of the musical content is necessary for music teaching in the CSID. Reductions can be realised in different ways. While some of these ways may close the door for pupils’ further music learning, others instead indicate strengthening their development toward cultural citizenship (Ferm Almqvist, 2016). The latter have been chosen for further investigation. ReferencesBerthén, D., Backman Bister, A., & Lindberg, V. (2022). Musikundervisning för grundsärskolan? – en forskningsöversikt. Nordic Research in Music Education, 3, 21–50. https://doi.org/10.23865/nrme.v3.3729 Ferm Almqvist, C. (2016). Cultural Citizenship through aesthetic communication in Swedish schools. In European Journal of Philosophy in Arts Education, 1 (1) pp.68-95. DOI: https://doi.org/10.5281/zenodo.3384904  Marton, F. (2004). Phenomenography: A research approach to investigating different understandings of reality. In R. R. Sherman & R. B. Webb (Eds.), Qualitative research in education (pp. 141-161). Routledge. Small, C. (1999). Musicking – The meanings of performing and listening. A lecture. MusicEducation Research, 1(1), 9–22. https://doi.org/10.1080/1461380990010102 Abstract 3Change laboratory in music in the Swedish Compulsory School for Pupils with Intellectual Disabilities: Analysis of mirror dataViveca Lindberg, Stockholm UniversityAnna Backman Bister, Royal College of Music, StockholmDiana Berthén, Stockholm University, Special Education BackgroundIn Sweden there is a curriculum for music education within the Compulsory School for Pupils with Intellectual Disabilities (CSID), but the main part (94%) of the music teachers there are not qualified.  AimOur presentation is part of an ongoing project aiming at developing, testing and evaluating a model for knowledge developing music teaching in CSID. This model is expected to be used for in-service training of teachers that do not fulfil the requirements concerning subject specific knowledge (Shulman, 1986) in the CSID. The aim for this paper is to present the analysis of initial mirror data (Virkkunen & Ahonen, 2011) generated during the first months of the project.  MethodThe point of departure for the methods is the Change Laboratory model, where mirror data (interviews, video-recordings of teaching) are initially produced in order to identify indications of the past (the local history of teaching/learning music in CSID in each of the participating) schools, and the present (participating teachers’ teaching/learning practices). Participant teachers for this project are only qualified music teachers. Excerpts of mirror data, especially highlighting indications of teachers’ object(s) for music teaching and contradictions relating to these are analysed collaboratively with participating teachers and form the basis for future-directed interventions. A specific focus is directed towards the assignments teachers use and their potential for subject specific knowledge development also when used by others (shared instructional products, cf. Morris & Hiebert, 2011).  ReferencesMorris, A. K. & Hiebert, J. (2011). Creating shared instructional products: An alternative approach to improving teaching. American Educational Research Association, vol. 40(1). https://doi.org/10.3102/0013189X10393501Shulman, L.S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher. Volym 15 (2).https://doi.org/10.3102/0013189X015002004Virkkunen, J. & Ahonen, H. (2011). Supporting expansive learning through theoretical-genetic reflection in the Change Laboratory. Journal of Organizational Change Management, 24(2), s. 229–243. 

Background: Vygotsky’s groundbreaking research in the field of defectology (called special education and special psychology in today’s Russia) conducted 100 years ago is of high relevance for contemporary special educational research and practice. Vygotsky argued that children who experienced difficulties due to disability develop differently compared to their typically developing peers, and, therefore, he questioned the use of reduced curricula and slower learning pace implemented in special schools for these learners at that time (Vygotsky, 1929). However, Vygotsky’s cultural-historical theory and his work in defectology have not attracted as much interest among researchers in the field of special education in Western countries as it has in other countries (Stetsenko & Selau, 2018). Yet, recent research indicates that Vygotsky’s ideas have proven to be a useful framework to understand what educational practices can be created to promote deaf students’ optimal academic achievement and well-being (Willicheva & Hall, 2023). Less is known about how the cultural-historical theory has been used in research and educational practice for students with intellectual disabilities (ID). Therefore, there is a need to understand whether and how the cultural-historical theory has been used to advance the field of special educational research and educational practice to meet the needs of students with ID nationally and internationally. Research Questions: 1. What type of research problems did researchers study using the cultural-historical theory regarding special education and students with ID? 2. What methodological approaches did researchers use in special and inclusive educationalresearch regarding students with ID based on the cultural-historical theory? 3. What is the trajectory and geographic representation of the identified research? 4. What publication outlets did the researchers publish their study results? Method: We conducted a systematic literature review aimed at identifying and synthesizing available peer reviewed, cultural-historical research studies conducted with children and youth (aged 0-20) with intellectual disabilities in educational settings. Studies published either in English, Russian or Swedish were included. Four electronic databases of Education Resources Information Center (ERIC), PsycINFO, PubMed, and Scopus were used for systematic search of literature. In addition, we handsearched several academic journals, for example, Cultural-Historical Psychology, Journal of Applied Research in Intellectual Disabilities, Life Span & Disability, Mind, Culture, and Activity, and Learning, Culture and Social Interaction. The search for peer-reviewed literature was conducted between June 2024 and January 2025. The initial search in the databases resulted in 1307 records; the hand-search in academic journals resulted in few records. Using the inclusion criteria, the full-text of 39 studies were jointly assessed for eligibility. Of these 39 articles, 37 were in English and two in Russian. Results: Our preliminary results demonstrate that the main topics were inclusion and participation, scaffolding and mediating tools, and compensatory aspects of education. The majority of the included studies employed qualitative research design using case study methodology, interviews, participant observations of classrooms, and formative interventions. Most case studies were conducted with few students and their teachers and special teachers. Some studies also included parents. The trajectory of the published research over time revealed that during the period between 1990s and 2024. Geographically, the identified research articles represented only a few countries. References: Lubovsky, D. V. (2024). The development of the principles of cultural-historical theory in special education and psychology. Cultural-Historical Psychology, 20(3), 126-135.http://doi.org/10.17759/chp.2024200313 Vygotsky, L. (1929). Sobranie sochineni. Tom 2. Osnovy defektologii. (Engl. transl., Fundamental problems of defectology. In The collected works, vol. 2.). Stetsenko, A. & Bento, S. (2018). Vygotsky’s approach to disability in the context of contemporary debates and challenges: Charting the next steps (Presentation for the “Special Issue – Vygotsky’s Defectology”. Educação (Porto Alegre), 41(3), 325-333. Willicheva, K. & Hall, W. C. (2023). From vicious circles to virtuous cycles: Vygotskian-inspired conclusions for biomedicine and deaf education. American Annals of the Deaf, 168(1), 162–176.

The text analyzes the reasons why primary school-aged students develop difficulties and reluctance towards writing, with particular emphasis on boys’ lower achievement both internationally and in Sweden. The central argument is that teachers’ active and intentional pedagogical interventions—high and realistic expectations, motivating tasks, explicit instruction, and differentiation—are crucial for counteracting underachievement and increasing engagement in writing for students facing challenges. The text stresses that underachievement is not an inevitable outcome, but can be addressed through strategic, evidence-based, and inclusive teaching practices.

Syftet med artikeln är att beskriva och exemplifiera matematiska aspek-ter som mellanstadieelever behöver urskilja för att utforska bassystemets struktur. Datamaterialet är hämtat från en learning study i årskurs 4 med 44 elever, där en iterativt utvecklad lektion har utformats inspirerad av learning activity och El’konin-Davydov-programmet (ED-programmet). Avsikten var att skapa förutsättningar för eleverna att utforska och pröva relationen mellan olika bastal och övergången till successivt större respektive mindre talenheter. I analysen framträder bastalet, entalets representation och tal som mätetal som centrala aspekter för elevernas utforskande av strukturen i bassystemet. Re-sultatet presenteras med exempel från det iterativa arbetet med att revidera uppgifterna och från de lektioner där uppgifterna prövades

The purpose of the article is to describe and exemplify mathematical aspects that middle school students need to discern in order to explore the structure of the base system. The data material is taken from a Learning study in grade 4 with 44 students, where a lesson was designed inspired by Learning activity and the El’konin-Davydov curriculum (ED curriculum). The purpose of the les-son was to create conditions for students to explore and test the relationship between different base numbers and the transition to successively larger and smaller number units. In the analysis, the base number, the representation of ones and numbers as measurements emerge as central aspects for the students' exploration of the structure of the base system. The results are presented with examples from the iterative work of revising the tasks and from the lessons where the tasks were tested.

Sammanfattning av bidrag:

Syftet med studien var att synliggöra speciallärarstudenters erfarenheter av bedömningsarbete ianpassad grundskola och anpassad gymnasieskola (innan 2 juli 2023 grundsärskolan respektivegymnasiesärskolan). Läroplanerna för dessa skolformer genomgick under 2010-talet betydandeförändringar särskilt gällande kunskapsutvecklande undervisningsuppdrag och bedömningsarbete(Berthén, 2009). Bedömningsarbetet i skolformerna var tämligen outforskat vilket innebar utmaningar ispeciallärarutbildningens specialisering mot intellektuell funktionsnedsättning (innan 2023 specialiseringmot ”utvecklingsstörning”). Tillgänglig litteratur om bedömning hade endast ett generellt fokus påbedömning av elevers kunnande och kunskapsutveckling, och handlade inte specifikt om bedömning avkunskapsutveckling hos elever med intellektuell funktionsnedsättning, det vill säga fokus för deanpassade skolformernas bedömningsarbete. Studenterna, i huvudsak verksamma lärare i dessaskolformer, gav uttryck för att litteraturen inte i tillräcklig grad rörde deras undervisningspraktik.Mot denna bakgrund prövades därför ett upplägg som baserades på studenternas yrkeskunnande ochtysta kunskaper (jmf. Persson m.fl., 2023). Tillsammans med studenterna genomfördes under 2017,2018 och 2021 en studie inspirerad av praktiknära forskning där erfarenhetsbaserad kunskap ses somvärdefullt bidrag till aktuellt kunskapsområde. I studien prövades Collective Remembering (CR) sommetodologiskt redskap med syftet att studenternas yrkeserfarenheter skulle tas i bruk i kursensbehandling av grundsärskolans och gymnasiesärskolans bedömningspraktiker.CR beskrivs kortfattat som en form av gruppintervju där varje deltagare bidrar med sina minnen ochupplevelser i relation till en eller flera specifika frågeställningar (Berthén & Andersson, 2019; Konkola,2000; Wertsch, 2009). I studien användes tre frågeställningar för att på ett övergripande plan synliggörahur bedömningsfrågor hanterats över tid i studenternas respektive verksamheter samt en frågeställningrelaterad till CR-som redskap. Grupperna bestod av mellan 12 och 15 studenter. Gruppintervjuernainleddes genom att varje deltagare angav vilket år hen började arbeta i särskolan och en ”tidslinje” drogsupp på whiteboarden. Tidslinjen visualiserade den kronologiska ordning enligt vilken deltagarna anställtsi särskolan och användes som redskap för talordningen. Sammantaget omfattade studien “startår”mellan 1996 och 2021. En fråga i taget behandlades och den som började arbeta i särskolan tidigastbörjade berätta, därefter följde övriga i tidsordning. Talutrymmet begränsades till korta berättelser somfokuserade på lokala förhållanden gällande bedömning och bedömningsredskap i särskolansundervisning. Resultatet i den här studien baseras på drygt hundra studenters upplevelse av CR sommetod för synliggörande av erfarenheter. Studenternas upplevelser tematiserades under tre tentativateman: CR motor för aktiv reflektion, CR möjliggör och utmanar igenkänning, CR” och CR synliggör det“som sitter i väggarna och osäkrar det för givet tagna.

Syftet med studien var att synliggöra speciallärarstudenters erfarenheter av bedömningsarbete i särskolans skolformer (efter 2 juli 2023 anpassad grundskola och anpassad gymnasieskola). Under 2010-talet förändrades skolformernas kunskapsutvecklande uppdrag och bedömningsarbete. Särskolans bedömningsarbete var outforskat vilket innebar utmaningar både för studenterna, i huvudsak verksamma i särskolan, och lärarna i speciallärarutbildningens specialisering mot intellektuell funktionsnedsättning. Tillgänglig kurslitteratur fokuserade kunskapsbedömning i allmänhet inte specifikt särskolans. Studenterna tog avstånd från kurslitteraturen som de ansåg vara inaktuell för särskolan, samtidigt som de uttryckte att bedömning ständigt pågick men som fokuserade andra aspekter än elevernas kunskapsutveckling. Studenterna visade stort intresse för kursdeltagarnas och kollegornas erfarenheter av särskolans bedömningsarbete.Mot bakgrund av ovanstående prövade vi ett upplägg, grundat i erfarenhetsbaserad kunskap, där studenternas yrkeskunnande och tysta kunskaper tas i bruk. Under 2017, 2018 och 2021 prövade vi tillsammans med studenterna ett kursupplägg med redskapet Collective Remembering, CR. Studenternas erfarenheter som särskollärare varierade med mellan ett och tjugo år. CR kan kort beskrivas som en form av gruppintervju där varje deltagare bidrar med sina minnen och upplevelser i relation till specifika frågeställningar, i vår kurs relaterade till bedömning som kunskapsområde. Studenterna använde sedan CR i sina verksamhetsförlagda fältstudier, för att synliggöra kollegors erfarenheter. Studenterna gav uttryck för att de genom CR utvecklade ett fördjupat kunnande om särskolans bedömningsarbete, både historiskt och nutida, och att de kunde utmana det “som sitter i väggarna” i sina särskoleverksamheter. Vi lärare noterade betydelsen av att ta i bruk studenters erfarenhet, att studenternas engagemang och intresse för kunskapsområdet bedömning ökade, att CR var en funktionell metod att synliggöra deras erfarenheter och kunnande och att metoden möjliggjorde för oss lärare att kunna osäkra studenternas för-givet-tagna föreställningar om bedömning. Diskussionsfrågor: Vad krävs för ett kvalificerat användande av CR i undervisning för yrkeserfarna studenter? För vilka syften kan studenter ha användning av CR?  

Background: The education for students with intellectual disabilities (ID) in Sweden has a history that goes back tothe 19th century. Already in a governmental report from 1894, music is part of the content suggestedin the curriculum. Music education in the curriculum for the Swedish compulsory school as well as forCompulsory School for Pupils with Intellectual Disabilities (SCSPID) has been subject to several changes. Partly these changes are related to changing societal motives for the subject, partly music for students with ID are related to societal conceptions of this group of students. The societal object in education for these students has changed from caring to teaching/learning. Furthermore, the object for music has changed from therapy to music as subject for learning, and demands for teachers’ qualifications have changed from general or pre-school teacher education to specialteachers with qualifications in music. On an international level, one of the rights UNICEF points out for people with various disabilities concerns cultural citizenship (Ferm Almqvist, 2016). This right is part of the basis for curricula for all Swedish schools. However, experiences from practice indicate that activities made available for students (7–16 years) in the Swedish Compulsory School for Pupils with Intellectual Disabilities may instead be counter-productive. In addition, the competence of theteachers that teach music in the SCSPID holds great variation, regarding music as well as knowledge about ID. One of the thematic results of a review of research on music education for students with ID showed that there are few studies of teaching-learning with this group of students and these are based on integrated classrooms (Berthén et al., 2022). A theme that was of specific interest for our further work was critical studies for empowerment, where the concept musical becoming (Carlson,2013) is in line with our interest.

Aim: The aim of this paper is to identify tensions and contradictions that have an impact on musicteachers’ conceptions of the object of music for this group of students.

Methods: Data for our paper are firstly, a comparison between changes in the Swedish music curricula for SCSPID since the early 20th century with previous analysis by Sandberg (1996) of the music curriculum for compulsory school. Secondly, interviews with five qualified music teachers teaching in SCSPID. For the interviews, a phenomenographic analysis (Marton, 1981, Marton & Booth, 1997) was conducted, after which curricula and the phenomenographic results were related to each other andanalysed by activity theory (Engeström, 2016).

Results: The result of the analysis of the object and function of the music education syllabuses from the early 20th century until the latest, from 2022, discerns a pendulous movement in what can be understood as changed object for music education. From an idea, in the first part of the 20th century, that music education for pupils with IF should provide opportunities to develop musical knowledge and establish contact with "good music", especially hymns and traditional songs, to primary emphasising the therapeutic function of music education instead of musical knowing for more than thirty years. Since the early 1990s, the pendulum has swung back towards the development of musical knowing and an emphasis on cultural citizenship. How these shifts in direction have affected music education practice in SCSPID for students has neither been evaluated nor previously studied.  Results from the phenomenographic analysis of the interview firstly showed we established three interrelated phenomena based on the data: Music making in the SCSPID school, Music teaching in the SCSPID school, and Prerequisites for music making concerning students with ID. For each of the phenomena, categories of descriptions were constructed. Furthermore, we found that tensions as well as contradictions were established on several levels: national, local, and classroom.

Conclusions: Based on analysis of the historical changes in the curricula for music for these students and of activity theoretical analysis, we found that the SCSPID school is multimotive-driven, which is not a surprise. However, while the latest curriculum for music for these students supports teaching-learning for cultural citizenship as an intended object, aspects of local organisation and rules contribute with tensions as well as contradictions and consequently function counter productively. Furthermore, the interviewed teachers represent a minority of 6.3 percent that are qualified music teachers. This indicates that the result is not representative for most teachers teaching music in the SCSPID and thereby a need for formative interventions (Sannino, Engeström & Lemos, 2016) how interaction with the participants is planned.

In the next step we will use the findings to collaborate with these teachers as well as other music teachers in the SCSPID school in a change laboratory (Virkkunen & Newnham 2013) project in order to develop formative interventions for developing shared instructional products (Morris & Hiebert,2011).

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