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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 intoaccount, 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 sustainable education. Consequently, the paper provides different stakeholders with the possibility to identify commonalities in working processes and to reach a joint language to discuss how digital educational tools should be designed and developed.

Decisions schools make about teaching content fundamentally shape students’ educational experience and their later life. These decisions often take a particular shape for students with intellectual disabilities. Although such decisions for this group are a prime concern in the governing and practice of education, they have gained little attention in research. Research that does investigate teaching content for students with intellectual disabilities often makes a distinction between Life Functional skills (LFS) and Academic Content (AC) and treats these as being quite separate. The study at hand explores the nuances of and relationship between the two through a scoping review, and contributes knowledge on didactical aspects and the how and why of teaching content as depicted in research. Results indicate that research on teaching content entails a complex process of valuing the content in which AC and LFS often overlap. Results also illustrate that students and teachers are absent from the research on teaching content and not included as active participants; researchers’ methods often take precedence over teachers’ and students’ valuing of teaching content or methods.

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.

This meta-review explores the inclusion sensitivity of Magrid, a digital learning tool designed for children aged 3–9, with particular emphasis on learners with special educational needs (SEN). Three original reviews are synthesized: two by pre-service teachers in an international course held in Sweden, and one by a Czech PhD student within the field of education. All reviewers used the FroLLM framework, a reflective tool developed by an interdisciplinary European research team that offers six areas for reflection on inclusion sensitivity in learning materials. The meta-review shows opportunities for inclusion in terms of Magrid’s adaptability, multilingualsupport, intuitive design, and accessibility. According to the original reviews, these aspects have the potential to contribute to highly inclusion-sensitive learning settings. Obstacles were connected to learners’ limited opportunities to reflect independently, which hindered agency and empowerment, and to the way that feedback was directed towards the teacher instead of the students. The meta-review reflects on what different understandings of inclusion emerge in the reviews of Magrid. Against this backdrop, Magrid can be understood as supporting inclusion in terms of location and placement, providing SEN support as well as academic and social support for all learners. However, the more complex understanding of inclusion as community building and providing the learner with a feeling of belonging was less evident in the original reviews. The meta-review concludes that while Magrid offers strong structural inclusivity, deeper forms of inclusion—like student empowerment and belonging—are harder to achieve and evaluate through digital tools alone.

Bedömning som omsorg om lärandet i de tidiga skolårenAnette Bagger, Dalarna UniversityJuusso Nieminen, The University of Hong KongMaria Walla, Dalarna UniversityAbstract: Artikeln åskådliggör hur bedömning kan vara omsorg om lärandet. Tidigare forskning indi-kerar friktion mellan de omsorgsdiskurser som krävs i bedömningssituationer och de diskurser som rör prestation och jämförelse. De senare får ofta företräde och särskilt vid nationell bedömning, vilket blir särskilt problematiskt i de tidiga skolåren. Artikeln sammanför forskning från det matematikdidaktiska fältet, bedömningsforskning och inclusive education. Den internationella forskningsfronten skildras, varefter bedömning som omsorg om lärandet åskådliggörs genom nationell kunskapsbedömning i förskoleklass i Sverige som fall. Slutligen diskuteras utmaningar och möjligheter med att förstå och använda nationell bedömning i de tidiga skolåren som en omsorg om alla elevers lärande.

The article illustrates how assessment can be care for the learning in mathematics. Research indicates friction between discourses of care and discourses related to performance. The latter often take precedence in national assessment, which becomes problematic in the early school years. The article brings together research from the field of mathematics education, assessment research, and inclusive education. The international research front is depicted, after which assessment as care for the learning is illustrated through national assessment in preschool class in Sweden. The challenges and opportunities of under-standing and using national assessment s as care for all students’ learning are discussed.

This article reports on a study of mandatory assessment in mathematics for preschool-class children (aged six) and teachers’ opportunities to advocate Care for the learning of mathematics. Care for learners and Care for mathematics intersected in the teachers’ Grouping of students and their ability to Know the student. These play out as teachers promote availability and justice to students, and as teachers strive to make students’ knowledge visible, promote accuracy and gain legitimacy. It is concluded that teachers’ opportunities to advocate care for the learning of mathematics needs to be present also in the administration of assessment and to be put in the context of the school’s culture and student population, for teachers to be able to promote fair assessment for each student.

Mathematics education, assessment and inclusive education are far from neutral and value-free. The purpose of this chapter is twofold. First, it presents and explores ethical dilemmas in educational assessment in mathematics. The prevalence of such dilemmas resides in moments of teaching and mirrors systematic disadvantages. Secondly, teachers’ professional judgement is highlighted as crucial in resolving these dilemmas. I argue that a flexible and dialogical approach based on principles rather than fixed reasoning and rules is necessary when dealing with ethical challenges during assessment. Overall, this chapter contributes knowledge on the intersection of ethics in mathematics education and in educational assessment and offers an opportunity to explore potential ethical principles in relation to educational assessment in mathematics. This is achieved by reviewing research on ethics in mathematics and assessment, followed by a presentation of what ethical dilemmas and teachers’ professional judgement consist of during assessment. To contextualise and further knowledge within the problem area, ethical dilemmas and professional judgement are thereafter explored through the case of national assessment in mathematics in Sweden. Three fictional, but authentic, cases are presented and followed by points for discussion. These can serve to make visible values and the stance taken or needed in various contexts, on ethical dilemmas and professional judgement during assessment. Finally, the implications of ethical dilemmas to improve educational assessment in mathematics, and the role of professional judgement, are discussed.

This study focuses on ethical dilemmas that arise in moments of inclusion and equity in mathematics teaching and how they might be tackled through teachers’ professional judgment. Skovsmose’s inclusive landscapes of investigation approach was used to design the study and to collect teachers’ joint reflections on moments of inclusion and equity in their teaching. Ethical dilemmas and professional judgment were the analytical foci for a qualitative thematic content analysis. Three explorative workshops were held with two teams of teachers from two schools in Sweden. The analysis identified three themes of ethical dilemma, and ways in which these were responded to by teachers’ professional judgment: (1) dilemmas of diversity and acting justly; (2) dilemmas of resources and allocating them fairly; (3) dilemmas of values and recognising diversity. We conclude that mathematics teachers’ professional judgments involve showing bravery, going outside of the norm, negotiating values and duties, listening to the students, and throughout this, engaging in collegial learning in the best interests of the learner.