Opportunities to Display Knowledge during National Assessment in Mathematics: A Matter of Access and Participation

Autor/in	Bagger, Anette
Titel	Opportunities to Display Knowledge during National Assessment in Mathematics: A Matter of Access and Participation
Quelle	In: European Journal of Special Needs Education, 37 (2022) 1, S.104-117 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1853970
Schlagwörter	Special Needs Students; Students with Disabilities; Power Structure; Standardized Tests; National Competency Tests; Mathematics Tests; Special Education; Access to Education; Student Participation; Foreign Countries; Grade 3; Mathematics Instruction; Ethnography; Elementary School Students; Teaching Methods; Video Technology; Inclusion; Educational Legislation; Sweden + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Standadised tests; Standardisierter Test; Special needs education; Sonderpädagogik; Sonderschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Bildungsrecht; Schulgesetz; Schweden
Abstract	Students with special educational needs (SEN) are systematically hindered in their participation in test-taking and, as a result, are also excluded from participating in high-quality learning. Hence, participation in the assessment situation is connected to power relations and future prospects and possibilities to participate in society. This article explores aspects of participation in a standardised and national assessment in Sweden by scrutinising a moment of mandatory national testing in mathematics with students in need of special education. The conclusions are that layers of access and levels of participation are established as the result of complex movements between communication, support, relations and the mathematics involved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01