The purpose of this study has been to explore the expectations of the Primary school on the activities of the pre-school. In order to limit the study I have chosen to compare the expectations found in two different schools. In the first case, the pre-school is integrated with the after-school centre and grade one to three (Primary school), into the same building. In the other case, the pre-school share localities with the after-school centre in a separate building, with its own yard, within the Primary school area. Since the purpose is rather comprehensive, it has been divided into sub-themes with separate set of questions.

This essay is about how working with children with autism works with the laws and regulations that fall under the Compulsory School Ordinance and Lgr11 (Compulsory for Primary school, preschool classes and kindergarten). The aim of this work was to examine various educators thoughts, experiences and practices related to children with autism in Primary school. The study is based on three questions: what kind of rights regarding support do children with autism have in the Swedish Primary school, according to the primary regulation and Lgr11? How do the selected Primary schools work with the support of children with the diagnosis of autism? And how well does the affected educator?s think that the support works?To answer these questions, four qualitative interviews with various educators, were made. My results show that all four educators believe that inclusive labor of children with autism is a good thing for everyone, as long as it is done properly and with the right order, so that the child with autism gets the opportunity to be part of a social group.

AbstractSince 1990, special needs educators have been working in both primary and junior school. It has not been easy for the special needs educators to take authority when working with broader educational issues due to the varying requirements placed upon them. The object of this study is to examine how certain primary and junior school teachers describe their expectations of special needs educators and their professional role.I have conducted individual interviews with three Primary school teachers and three junior school teachers, who have at least five years experience of working within their respective fields. The interviews have been scrutinized, and the results are presented with the help of five different themes. The results were then analysed in accordance with the two perspectives of special needs education described by Persson (2001) those of both the relational and the categorical perspective.Amongst other things the results show that the view of primary and junior school teachers with regards to special needs educators differ one from another.

When foreign children first arrive to Sweden, the first contact they get with the local society is through Primary school. Therefore, the Primary school have the fundamental role to attend the foreign and their families.The teacher plan for Primary schools (Lpfö98) make it very clear that children with foreign background are given the full support in their development in a multicultural society. The aim of this report is to investigate how two pre-school teachers and one school counselors? work with these newly arrived children in preschool to support their integration in the preschool.As the role of the Primary school is so vital for children with foreign background in this new society, I would therefore like to take the opportunity to explore and show how meaningful the role is of teachers to integrate these children into the Swedish Primary schools.In this report, the theory part is treated based on integration and on the schools suspension to multicultural backgrounds. For this report, I even stress the support of the Primary school and how they meet the foreign children and their families.

The purpose of this study was to explore preschool- and Primary school teachers? perceptions of fairytales, why they use fairytales and what thoughts they have about the impact of fairytales on children?s reading and writing development. We interviewed seven teachers and three preschool teachers in northern Sweden to find out how work with fairytales is carried out in preschool and Primary school. We also interviewed twelve pupils who were seven and eight years old to find out what they thought of fairytales in Primary school. The result showed that preschool- and Primary school teachers had a positive attitude towards fairytales and the opportunities provided by fairytales.

The aim with this thesis was to study how Primary school teachers perceive their mission in working with inclusive education. The aim was also to study their thoughts and experience of the Special education support. To conduct the inquiry twelve Primary school teachers from two different communities in Sweden were asked to give their views of inclusive education. The central issues was how the Primary school teachers interprets the concept of inclusion, the opportunities and obstacles they perceived and how the Special education support was formed in the work with inclusion in their schools. The result shows that the majority part of the primary teachers interprets the concept as a spatial or social inclusion.

This study is about what teachers in Primary schools say that they are doing to create a school for all.The purpose of this study is to find out what teachers in Primary schools say that they do on their mission to create a school for everyone and how they organize teaching to achieve this. The study was conducted as an interview of five teachers from elementary school of different gender and with a qualitative method because it provides a great opportunity to problematize, interpret and understand the responses of the interviewees.The results show that all the teachers think that their mission is to teach so that they can give each student what they need to achieve the goals. This may not be every day but over time, they hope that all students feel that they get so much of the teacher's time that they need..

The purpose of my study was to visualize how teachers works with multilingual children in pre-school, the methods used to stimulate and develop primary and secondary language and how teachers does see second languages development with the help of the primary language. The study consists of qualitative methods in form of interviews which are made with four teachers who work within the pre-school. The findings during the collection of data (interviews) are going to be connected to the relevant literature on the subject I have chosen.The result showed that the concrete materials are used to stimulate and develop primary- as the secondary language and that the teachers have different opinions on secondary languages development with the help of primary language even if the primary language seems to be an important asset of all teachers that I interviewed..

This study centres on learning to read and methods for teaching reading skills. The aim is to provide a survey of the concept reading skills and the methods developed on the basis of different theories and the methods preferred when teaching children in Primary school and why. The study is based on interviews with eight teachers who are working on a dailybasis teaching Swedish in preschool class or lower Primary school. The result of my study is that the majority of teachers do not use a specific method, but rather combine several different methods, thus adapting instruction to each individual pupil. .

This study is about what teachers in Primary schools say that they are doing to create a school for all.The purpose of this study is to find out what teachers in Primary schools say that they do on their mission to create a school for everyone and how they organize teaching to achieve this. The study was conducted as an interview of five teachers from elementary school of different gender and with a qualitative method because it provides a great opportunity to problematize, interpret and understand the responses of the interviewees.The results show that all the teachers think that their mission is to teach so that they can give each student what they need to achieve the goals. This may not be every day but over time, they hope that all students feel that they get so much of the teacher's time that they need..

In July 2011, new regulations regarding school libraries came into effect through a new education act for Swedish schools. The wording of the Act has been the basis of much discussion in which the concepts of "school library" and "access" makes it difficult to build consensus among different parties, why this can cause difficulties in ultimately construct equal access to school library. The purpose of this survey is to examine the interpretations and practices that exist around the school library and its functions among Primary school principals. The principals have been selected on the basis that they themselves (the schools) already indicated that they do not have access to their own school library within the school premises. As a theoretical starting point, I used the school library researcher David Loertscher?s taxonomy for school leaders.

There have been debates on the big differences in mathematics knowledge concerning pupils in Sweden and Finland. Especially, one common issue in the discussions of education is the Pisa test results, which take up in the media. In the Pisa research the Finnish pupils get through well year after year. Because of the discussions about the distinct school systems in Sweden and Finland, I found it interesting to investigate the divergence of the curriculums in these two countries. The main research questions asked were, what are the main differences and similarities in the Swedish and Finnish curriculums in Primary school? Such as, is the assignment of Primary school similar in Sweden and Finland?In my study I analyzed and compared by means of the curriculum especially mathe-matics teaching in Primary schools in grade three in Sweden and in grade two Fin-land.

Abstract Title:                       Grades at Primary school ? A study of local politicians' arguments in                       connection with the division into grades at Swedish Primary schools.Author:                       Annie LinderUniversity of KalmarC-essay in Social StudiesAutumn 2011 The study aims to investigate local politicians' decisions since municipalities took overSwedish primary education in 1990/91. The arguments put forward in support of how stages are organised have been studied, likewise whether municipalities have acted rationally when making their decisions.Six municipalities are included in the survey. They were divided into three educational categories: lower, middle and high level schools; previous and recent schools and F9 schools with pre-schools and Primary schools integrated.Minutes from politicians' and civil servants' meetings have been studied and categorised according to arguments for and against. The most common supportive arguments are about economy and organisation, others concern school premises, trends and the wish for a comprehensive compulsory school.

There have been debates on the big differences in mathematics knowledge concerning pupils in Sweden and Finland. Especially, one common issue in the discussions of education is the Pisa test results, which take up in the media. In the Pisa research the Finnish pupils get through well year after year. Because of the discussions about the distinct school systems in Sweden and Finland, I found it interesting to investigate the divergence of the curriculums in these two countries. The main research questions asked were, what are the main differences and similarities in the Swedish and Finnish curriculums in Primary school? Such as, is the assignment of Primary school similar in Sweden and Finland?In my study I analyzed and compared by means of the curriculum especially mathe-matics teaching in Primary schools in grade three in Sweden and in grade two Fin-land.

This is a qualitative textual analysis of curriculum for primary education in 1962, the curriculum for primary education in 1969, the curriculum for primary education in 1980, the curriculum for the compulsory school system in 1994 and the curriculum for Primary school 2011th. Purpose of this thesis is to see how the government through the curriculum specifies directives for how teachers should be more or less authoritative. The boundaries of the essay are to only look at the claims against the teacher in elementary school. The questions are what is required of the teacher directly or indirectly from the curriculum 1962,1969,1980,1994 and 2011, focusing on the concept of authority and what change has taken place? To answer these questions, I have read the current curricula and other research publications in the field.