Enhancing Learning for Pupils with Intellectual Disabilities: Collaborative Development of Assessment Materials

Introduction: In Sweden, students with intellectual disabilities receive their education in a specialized form of primary school called adapted "grundskola." However, a significant challenge arises as many teachers in this setting lack the mandatory training required to work in this specific school form. Additionally, even among teachers with the required teacher certificate to teach students with intellectual disabilities, research indicates that they often feel uncertain about designing instruction that promotes student engagement and sufficient learning.
This presentation introduces an upcoming research project in light of this context. The project seeks to investigate what lesson study can add to the process of developing and adapting assessment tools to enhance teaching practices and promote student understanding within the educational context of students with intellectual disabilities. By addressing these challenges, the project aims to provide valuable insights for improving instructional approaches and supporting the learning needs of these students.
Objective: The project intends to explore the development of collaborative assessment materials tailored to the unique learning needs within this specific educational context.
Methodology: The project will engage educators in reflective practices and collaborative lesson observations, explicitly focusing on students with intellectual disabilities. Through systematic data collection and qualitative analysis, I, as a researcher within the project, will analyze classroom interactions, student engagement, and the efficacy of the assessment materials.
Expected Outcomes and Contributions: The research presented intends to improve students' engagement, enhanced comprehension, and practical insights for researchers and practitioners in the field of special education. By shedding light on the application of lesson and learning studies for students with intellectual disabilities, this research is proposed to contribute to advancing teaching practices in this specific context.
Conclusion: This presentation intends to bridge theory and practice by sharing the development and implementation of effective assessment materials within the lesson and learning studies framework for students with intellectual disabilities. The findings and insights from this research will provide valuable guidance for educators and researchers, fostering continuous improvement in teaching practices for these students.