"Det är en tolkningsfråga helt enkelt"

: en kvalitativ studie av lärares syn på anpassningen inför de nationella i svenska

Abstract

The national tests in Swedish comprise different guidelines on specifically allowed adaptations. The purpose of this qualitative study is to examine teachers' perceptions regarding the guidelines of the Swedish National Agency for Education (Skolverket) that apply to adaptations for pupils in reading and writing difficulties in preparation for the national exams in Swedish in year 3. The empirical material been obtained through interviews with five teachers from compulsory school early years. The interviews were accomplished at three different schools and in two different municipalities. The frame factor theory helps us understand the conditions behind the interviewed teachers' decision on adaptations pupils for the national exams. The results of the study demonstrate that the majority of the respondents has difficulties interpreting the existing guidelines. All respondents express that there are other circumstances, such as premises, finances, access to special education, collegial cooperation and the guidelines of the Swedish National Agency for Education that affect the work for the national exams. All respondents fear that the implementation of the national exams will have negative consequences for the pupils who are not allowed to use their ordinary tools.